EMPLOYEE TRAINING AND DEVELOPMENT

1.0 INTRODUCTION

In the previous units you learnt about employee recruitment and selection. This unit will deal with employee training and development. Employee training and development are at the heart of employee utilisation, productivity, commitment, motivation and growth. Many employees have failed in organisations because their need for training was not identified and provided for as an indispensable part of management function. In this unit a distinction is made between training and development. Training is an organisational effort aimed at helping an employee to acquire basic skills required for the efficient execution of his/her duties, responsibilities/job schedule. Development deals with the activities undertaken to expose an employee to perform additional duties and assume positions of importance in the organisational hierarchy.

table of content A

1. personal selling and sales promotion 
2. branding 
3. evolution of management theory
4. organising 
5. planning
6. recruitment and selection
7. advertising and publicity
8. channels of distribution
9. communication
10. control
11. decision-making in business
12. delegation and decentralisation of authority
13. employee training and development
14. introduction to marketing

2.0 OBJECTIVES

At the end of this unit, you should be able to:

1. discuss employee training and development 
2.  highlight the importance of qualified manpower and management development explain self development 
3.  describe the basics of performance appraisal, performance rating/evaluation. 

3.0 MAIN CONTENT

3.1 Employee Training: Conditions Requiring Training

Employee productivity is a function of ability, will and situational factors. An organisation may have employees who possess good ability and determination, with appropriate equipment and managerial support, yet productivity will still fall below expected standards. The missing factor in many cases is lack of adequate skills, and knowledge, which are acquired through training and development.

There are certain conditions that will serve as pointers to the need for training. These symptoms manifest themselves in a variety of ways. The most common ones are listed below:

1.  Lack of interest in one's job 
2.  Negative attitude to work 
3.  Low productivity 
4.  Tardiness 
5.  Excessive absenteeism 
6. Excessive complaints 
7. High rejects or low quality output 
8.  High incidence of accidents 
9. Insubordination. 

When a company starts experiencing some of these signs, it should consider training. An employee will not complain to management that he requires training; instead he/she will hide his frustration and use money, for example, as an excuse by demanding more wages. He/she may complain of the lack of fringe benefits and use one or two isolated examples to justify the complaint.

3.2 Objectives of Training

Some of the main objectives of training employees include the following.
Increased Productivity - From a company's point of view, productivity is at the apex of all training programmes. A well trained employee is capable of producing more than an untrained employee of equal physical ability. The success or failure of an organisation depends on employees' productivity. A well trained salesman produces more than his counterparts of lesser training (other things being equal).

Lower turnover rate - An employee who is incapable of producing is frustrated by failure and is more likely to abandon his work than those who are capable of producing. An untrained employee is like a dull school pupil; he hates school and likes to absent himself and is likely to be a school drop-out unlike other pupils who enjoy school because they are doing very well. The same situation applies to an unproductive employee. He hates his work and abandons it at the slightest provocation.

Higher morale - A man who is trained has confidence in his ability to perform. He believes that he has control of his environment and is equipped to tolerate occasional disappointments, frustrations and inconveniences. He learns to rationalise and to accept blame for his own failures instead of blaming the organisation. A trained employee derives intrinsic satisfaction from his work which promotes his morale. Organisations that have regular training programmes give employees the feeling of being appreciated and something to look up to.

Better coordination - Training helps in the coordination of men and material. During a training programme, employees are taught company expectations and objectives. They are shown the ladder through which they can attain their own objectives. This gives rise to goal congruency and, consequently, everyone pulls in the same direction. Coordination becomes easy.

On the whole, training reduces cost as it increases productivity, reduces labour turnover and promotes goal congruency. Lack of training increases rate of absenteeism, it leads to low output, poor quality and results in high cost.

3.3 Determining Training Needs

Before any training programme is undertaken, the need for training has to be identified. The need for training increases as a result of new technology, new products, variety of new customers and other factors such as competitive strategy of competitors. To institute a training programme requires systems analysis. The manager tries to identify the problems encountered by different employees-salesmen, production employees, accounting staff and others. It can be discovered that in sales, for example, the company is picking poor prospects which means that additional training on prospecting is required. Or, analysis can reveal that low productivity in the operations department is due to work scheduling. Training in techniques of scheduling will be ideal.

Training can be a waste of time and resources if the area of emphasis in training is not properly identified. Nothing can be more frustrating and demoralising as teaching a person what he already knows. Concerted effort must be made to clearly identify areas of stress in a training programme.

3.3.1 Who Should Do The Training?

It is very important in all organisations to identify people who can carry out-training in the organisation. The arrangement for training is generally the function of the personnel department. In an organisation, resource personnel for training can be drawn from:

1.  the company’s regular line executives 
2. external specialists or consultants. 

Company line executives can be, in the case of sales, senior salesmen, field supervisors, territorial or area managers or sales managers who have proven knowledge of the subjects to be covered. The chief accountant, or accounts supervisors can mount training programme for production managers, salesmen, etc., on how to manage their budgets effectively. The personnel officer can give a lecture to all executives on employee motivation, participative management or on provisions of company labour contract to avoid constant management-labour conflict.

External specialists are used when the required expertise is not available in the organisation. In some instances, in-plant programmes can be arranged and effectively executed by specialists from outside. Many institutions – universities, colleges and correspondence schools offer evening classes for the training of employees on specific skills.

3.3.2 The Trainer

It must be observed here that training should be seen as a right not a privilege and should start soon after employment. The selection of trainers is very essential to ensure maximum result. A good trainer should be identified before training commences. A good trainer is one who encourages maximum participation of employees, has a positive attitude, shows enthusiasm in what he/she is doing and has confidence in himself/herself. Above all, he/she must have thorough knowledge of his/her subject. A good trainer judiciously combines the lecture method of instruction with discussions, role playing and demonstrations. A trainer can be likened to an actor. He/she conveys his/her message artistically utilising his/her entire person.

3.3.3 Methods and Techniques of Training

There is no hard and fast rule as to how to select methods and techniques of training. New training methods are constantly being experimented upon and each produces the desired effect. A manager can achieve his desired objective without knowing exactly what method has been employed. The most popular training methods in use are discussed below.

On the job training -this is the most popular, and in some cases, the only form of training programme used by some organisations. Of the 210 employers responding to the question of training, 90% use on the job training and believe that it is the most effective for their organisations. One of the advantages of on the job training is that it minimises the problem of transfer of learning associated with other methods of training. On the job training can be an ongoing process that does not excessively disrupt normal company operation. The major disadvantage is that the trainer can pick up bad habits (Foreman, 1967).

Apprenticeship programme: this method of training is employed when extensive practice or technical knowledge is required to perform a job. The training combines on the job training with classroom lectures.

Job rotation: this is a training device that makes it necessary to move the trainee from one department or unit to another to master what goes on in that section. The essence of this programme is to broaden his experience in different jobs.

Vestibule training: this is a training device that trains the employee off his regular work area, but in an environment similar to his work place. He practices his skill with identical equipment that he uses at his regular workplace. One of the advantages is that costly mistakes are avoided and the problem of transfer of training is enhanced as the trainee practices with identical equipment and tools.
Role Playing: this is a technique of training where the trainee plays the part of a certain character or acts in an event. He is taught to do a job or make decisions the way he thinks his boss could have made it. Role playing is very exciting as it challenges the imagination of the employee. Role playing promotes retention as it heightens imagination, ingenuity and resourcefulness.

3.3.4 Evaluation

The purpose of evaluating a training programme is to determine its effectiveness. A training programme is effective if it has achieved the purpose for which it was designed. The information collected in the evaluation process should enable the company to improve on the programme for future trainees, and enable the trainers appraise themselves in terms of method and content.

3.4 Employee Development

The importance of qualified manpower in the social, political and economic development of any nation can hardly be overstated. No nation is known to have attained sustained high level of economic growth and development without an ample supply of qualified manpower. Of all the factors that unlock the forces of economic growth and development, a country's human resource is the most vital, for

3.5 Management Development

A national survey reveals that promotion is the most valued organisational reward by senior staff. Management development gets an employee ready for a rise in the organisational hierarchy. Promotion gives a sense of self-fulfillment and its denial, especially when one thinks one merit it, deflates one's ego. Every organisation should identify and encourage employees who have the potential to contribute their quota in the organisation and the society as a whole. No organisation can continue to survive and grow in our dynamic environment that forgets to develop its managerial cadre.

3.5.1 Human Asset Accounting

The importance of quality manpower in an organisation has been sufficiently highlighted by Likert who is one of the greatest proponents of human asset accounting. He postulates is that human asset should be quantified and placed on the balance sheet of the organisation. This would imply that the value of the organisation will improve as qualified employees are attracted, trained and developed in the organisation. The asset value of the organisation will decrease as skilled staff leave the organisation or become irrelevant.
Likert points out that the following factors should be used in determining the value of human assets:

1.  Intelligence and aptitude 
2. Training 
3. Level of performance 
4.  Motivation 
5. Quality of leadership 

3.5.2 Nature of Management Development

One of the functions of management is self development and employee development. Before an organisation starts an employee development programme, certain factors must be considered.

Organisational Objective - Development of objectives is the first step required in the preparation for management development. As discussed by Drucker, an objective is like a compass by which a ship navigates. The compass bearing itself is firm, pointing in a straight line towards the desired post. Objectives give a sense of purpose and direction. This will help the organisation to analyse its long-range goals and strategic plans for the future.

3.5.3 Determination of Employee Development Needs

Based on organisational objectives, a company can determine its high-level or other manpower needs by taking an inventory of the manpower at the present and finding out the skills and traits still required to achieve pre-determined goals. An objective analysis of this situation leads management to state what specific areas development has to concentrate on. Implementation – Implementation involves a systematic procedure to develop the manpower required. This can take the form of job rotation, getting the staff to "assist” higher staff, attendance at university executive programmes, conferences, promotions and role playing.

Evaluation – There is a need for constant evaluation to ensure that the needs are being met. Figure 1.2 illustrate this commonsense approach to management development process.

3.5.5 Management Development Methods

Some of the methods of management development have been discussed in the previous section on employee training. Some more techniques are mentioned below. Coaching - This method is ideal for both employee training and management development. In this method employees are attached to a supervisor who coaches them on specific concepts. Instant feedback is given as to how well the employee performs. The advantage is that the employees are attached to experienced teachers.

Assisting - This is a method of developing subordinates aspiring for management positions. As "assistant” to a higher office, the employee gets assigned duties that expose him to different management functions. He learns the procedure for handling, specific tasks assigned to him. He gets a feedback from the manager on how well he performs in his department or office.

Special assignments: Special assignments have been used as successfully as a training technique. Management trainees are often assigned to special projects such as membership – of a taskforce, given special board or committee assignments, or asked to resolve problems originating in any departments – production, personnel or finance.

Conferences, seminars and workshops: These are effective method of development. Management personnel are allowed to attend well organised seminars, conferences or workshops organised by colleges and universities. In such conferences scholarly papers are presented by experts and discussions are centred on the presentation. New techniques and concepts are examined and participants are encouraged to ask questions and express their views. Nigerian universities organise many national seminars, conferences and workshops every year for the enhancement of management.

Other useful methods in management development include case studies in which written descriptions of situations are analysed, problems are identified and solutions are sought. Another is simulation in which simulators are used to represent the actual situation as is the case in training of pilots.

There are also executive games in which problems of top management are presented in the form of games. The executive game forces the participants to deal simultaneously with all factors in a business situation – production, marketing, finance, competition, inflation and so on. You can get detailed discussion on these methods in any standard textbook on personnel administration.

3.6 Self Development

At the root of all organisational employee development is self development. The desire for an individual to better his lot in an organisation and attain self fulfillment is necessary for the success of any organisational or group effort. An executive owes it to himself to ensure self development. A manager must desire to develop and grow in ability for any programmes to be successful. An executive does not have to wait for the organisation to force him to grow; those who do, become obsolete. If a manager wishes to excel, especially in Nigeria, he must engage in activities that will identify him as a potential candidate for success in the organisation.

Not all managers can reach the top, nor can all be exposed to formal management development programmes - given the limited facilities in Nigeria. It is therefore expected that management should use its own initiative to enroll in executive development programmes. As Levinson astutely puts it, "every person who pursues a career, as distinct from a job holder should expect to continue his education for the rest of his professional life”. Levinson advocates that every manager should establish alternative competence to increase his/her sense of independence.

Many indigenous organisations in Nigeria are comparatively small to offer more than moral support to an executive who wishes to improve/develop himself. Executive obsolescence is here to stay. New technological breakthroughs are surfacing in several professions –making the conservative executive obsolete. An accounting executive who does not know that high speed electronic data processing procedures are about to make him obsolete needs to wake up. The physician who is not abreast with medical technological advancement in his profession is already obsolete. Whatever the excuse for inaction, the problem remains how to build and maintain adaptive flexibility that will serve a lifetime.

3.7 Performance Appraisals

One of the key responsibilities of the manager is to evaluate the performance of his subordinates. The essence of the evaluation is to assess their character, attitude, potentials and performance on the job. Employee evaluation has often been called performance appraisal, performance rating or performance evaluation. Whatever name it is called, the essence of the rating is to evaluate an employee's strength and weaknesses.
One of the major reasons for employee appraisal is to obtain information for promotion, demotion, transfer, pay increase, training and development and discharge. For an employee, an appraisal gives him a feedback as to how management perceives his contribution to the organisation. If an employee perceives that he is poorly evaluated, it could affect his morale; lead to absenteeism and tardiness and, consequently, his overall productivity will be impaired. This is why employee evaluation is expected to be done in the spirit of objectivity, honesty and fair play.

When an official evaluates, he is in effect passing judgement that he has the competence to evaluate; he knows the employee and has observed him at work for a long time. Many employees are afraid of evaluation and have negative feelings about it. Every day in an organisation, employees informally evaluate one another; even the supervisor is not left out. When the official evaluation comes out, employees compare opinions they hold with the formal evaluation result from their supervisors. A supervisor is said to be fair or unfair based on employees’ preconceived opinion of themselves and one another.