TRAINING AND DEVELOPMENT AND HUMAN RESOURSES

Noe, (2001) says that organizations that adopt training and development practices are able to retain their customers, suppliers, employees, shareholders and other stakeholders long term, as they are seen as more trustworthy and better guardians of interests different actors. This translates into better financial performance for the Business. Myles (2002), states that a company that seeks to train and develop its employees and rewarding them for their performance to its employees are in turn motivated and are therefore more likely to engage in their work, thus improving their performance and loyalty to their company. These same employees being the point of contact with customers will provide better service, leading to more repeat customers and more referrals from satisfied customers. Increasing sales through repeat business and referrals will result in increased business profits, thus improving shareholder investment. Shareholders therefore benefit from the increase returns on their investment and may choose to increase their investment in the business.

This example illustrates the “virtual circle” as described by Lisk (1996) where there is a

reciprocal relationship between training and development and performance. Learner (1986), conducted an eleven-year study and found that organizations cultures that have emphasized training and development and ethical values ​​in all areas with with regard to employees, customers and stakeholders, as well as managerial leadership, far outperformed companies that lacked these cultural characteristics. Seligman (1978) stated that where values ​​are clarified and shared, productivity and employment increased satisfaction.

 

  TRAINING AND DEVELOPMENT METHODS

 

Rhernebergen and Wognum (2002) described basic development as process organizations make a conscious commitment to develop their employees to meet the future challenges. Also manage this process to develop appropriate human resources development program that ensures employees are trained and their skills are enhanced they move up the organizational ladder to higher positions of responsibility. Keissler (2002) argues that career development facilitates organizational goal showing a well-articulated path oriented towards growth but flexible to its employees. Information technology, on the other hand, has been hailed as a catalyst resource development. Powel (1997) studied the links between information technology and performance and observed that information technology alone cannot produce sustainable performance benefits in the organization but that companies benefits, using information technology to leverage performance.

 

Beardwell and Holden (1994), point out that careful use of training methods can be very profitable investment in the sense of using appropriate methods. In addition, they declare that, if an increase in training methods is not appropriate, trainees may not enjoy the exercise. Generally speaking, training programs are classified into: on the job training and on-the-job training. On-the-job training - this is probably the most common approach to training and go from the selectively unsophisticated approach which involves verbal instructions or demonstrations on how to use tools and other equipment. According to Armstrong (1998), on-the-job training is useful in developing and practice specific managerial, leadership, technical, manual and administrative skills necessary for the organization to improve its competitiveness. It has the advantage of the news and immediate since the intern works, learns and develops expertise at the same time. Jacob et al (1985) argue that on-the-job training focuses on the acquisition of skills in the working environment generally under normal working conditions. Rothwell et al (1994) observed that on-the-job training was used to develop employees and generally includes verbal and written instructions, demonstrations and observations and practice of imitation. Typically, on-the-job training includes the following types of training, orientation or initiation, learning and refresher training. Training outside of work - may sometimes be necessary to move away the immediate work environment in a place where the frustration and restlessness of work are eliminated. This allows trainees to study theoretical information or be exposed to new and innovative ideas. This type of training takes place in the context of special courses or in a specially equipped and staffed training area or center for training. They include: conferences, training by management institutions, conferences, seminars, case studies, reflection.

According to Lisk (1996), approaches to training and human resource development can be seen from two angles, macro and micro practices. The microphone identifies the degree to which internal career development systems facilitate organizational progression and personal development. It also discusses the extent to which organizations perceive need for skill building to equip employees with relevant skills for their future work request. These approaches include career development information technology, rotation, job design, job improvement, job expansion, 360 degree feedback and on-the-job training.

 

 BENEFITS OF TRAINING AND DEVELOPMENT

 

The adoption of evolving technology in the era of globalization and the emergence of new technologies, organizations strive to survive, develop and operate profitably in a turbulent, even changing environment. They must position themselves to keep aware of new technologies and global business development Employees should be trained and developed regularly in order to deliver even when the external environment changes lead to obsolescence of current technology in place with Nadler organization (1984). Training eliminates work gaps. To be successful, organizations must be responsive and quick to a changing environment. They must react quickly to change consumer demands and needs for quality, variety, customization, convenience and opportunity. It is necessary to ensure synchronization and standardization how things are done in organizations. Beardwell and Holden (1997) human resource management has emerged as a set of requirements for managing people at work. The central assertion is that by matching the size, skills of the workforce to the organizational requirements and improving the quality of each employee

contribution to production, organizations can make significant improvements performance. The main goal of training and development is to eliminate performance current or anticipated deviations. Training and development increase employee motivation Seligman (1978). The management can motivate people through methods such as compensation, promotion, and training. Gale (1994), states that motivating others is getting them to move in the direction you want them to go in order to get a result. Motivated people are those with clearly defined goals that take the actions they believe will achieve those goals. Training and development also improve an organization's competitive advantage. This is the essence of competitive strategy. It encompasses those capacities, resources, relationships and decisions that allow an organization to capitalize on opportunities market and avoid threats to its desired position: Gellatily (1996). Armstrong (2005), many organizations have come to recognize that training and development is a strategic priority rather than a tactical response. A reason to train and development is about giving the organization a competitive advantage Training and development ensure increased productivity. Armstrong (2003) all organizations are concerned about what should be done to achieve a sustainable high standard of performance through people. The aim is to develop motivational processes and work environment that will help ensure that individuals produce results in accordance with expectation of management. It also improves customer relations. Muchel'le (2007) suggests the following aspects that improve customer relationship with customers such as being listen to customers and communicate well with them, be sensitive and tactfully, employees being honest with the information they provide, making promises can keep, loyal to customers, associates and the company.

 

 

 

 

REFERENCES

Agnes.M, (2010) a case study of perceived effectiveness of training and development on Performance of in flight attendants in Kenya Airways Limited. Unpublished MBA project University of Nairobi.

Al-KhayyatRM, Elgamal MA (1997). A macro model of training and development: validation. J. Eur. Ind. Tra., 21(3): 87–101.

Appiah, C. 2010. Human Resource Strategies for International Growth. London: Routledge.

Armstrong .M (2003); Human Resource Management practice 8^th Edition London KoganpageLtd.

Armstrong, M. (1998); Human Resource Management: Strategy and Action, Irwin, Boston.

Auer, K. (1995) "Smalltalk training as innovative as the environment", Communications of the ACM, Vol.38 No.10 pp115-17.

Beardwell Ian, Holden Len, (1997) Human Resource Management: A contemporary perspective, pitman publishing, Cambridge.

Burden, R., Proctor, T. (2000) "Creating a sustainable competitive advantage through training", Team Performance Management, Vol.6 No.5-6 pp90-7.

Cole, G. A. (2002). Personnel and Human Resource Management (5th Ed.). Continuum London: NewYork Publishers.

Clutterback D and Meggissons D (1999) Mentoring executives and directors.

 

Fitzgerald, W. (1992).Training versus development. Training and Development, 46(5), 81-84.

Fletcher C Bradley C and Cunningham –Snell (1998) the psychometric properties of 360

 

– degrees Feedback: an empirical study and cautionary tale; international journal of selection assessment vol, 6.

Gakuru, B. W. (2006) Relationship between training practices and performance .A survey of Companies listed on the NSE, Unpublished MBA project, University of Nairobi.

Gale T Bradley, Managing Customer Value (1994), Published in Toronto.

 

Hallier, J., Butts, S. (2000) "Attempts to advance the role of training: process and context", Employee Relations, Vol.22 No.4 pp375-40.

Handy L, Devine M and Health (1996) 360 degrees feedback: Unguided missile or powerful Weapon. Ashirdge management research group UK.

Harrison, R. 2000. Employee Development. Silver Lakes, Pretoria. Beekman Publishing.

Hughey,    A.W.,    Mussnug,    K.J.    (1997)    "Designing    effective                   employee         training programmes", Training for Quality, Vol.5 No.2 pp52-7.

Jacobs, Ronald L and Michael J Jones. Structured on the job training, San Francisco Berret- Khoehler publishers 1995.

Kenney et al, (1992).Management Made Easy (1st Ed.). South Carolina, USA: Omron Publishers.

Kessler,  G  (2002)  ―Why  the  leadership  bench  never  gets  deeper”.Ten  insights  about executive. Talent development of people strategy, pp 25 (1)32.

Kitching , J, Blackburn,R(200), ― The nature of training and motivation to train in small firms Small Business Research Management for management and development

.The courier No .159, sept –octpp 53-55.

Learner, R (1986).Concepts and theories of Human Development (2^nded.)New York Random House.

Muchel‘le, Tom (2007) Training and Development handbook.

 

Mugenda, O. and Megenda, A. (2003).Research Methods: Qualitative and Qualitative Approaches. Nairobi: Act press.

Myles Dowrey, (2000) Effective coaching: Lessons from the coach.

 

Nadler.Leonard (1984), the handbook of Human Resource development (Glossary). New York: John Wiley & Sons.

Nguku , J.K.M (2006) A survey of staff training and development practices in state corporations In Kenya .Unpublished MBA project; University of Nairobi.

Noe,Raymond, (2001) Human Resource Management 2^nd edition Prentice Hall. Powell T.C, T.CMicallef (1997): Information Technology as a competitive advantage: Price A, Brown MannClare,human resources development.

Radcliffe D (2005)Critique of Human resources theory,Otago management graduate review Vol 3 pp 51-67.

Read, C.W., Kleiner, B.H. (1996) "Which training methods are effective?"Management Development Review, Vol.9 No.2 pp24-9.

Rhebergen B. Ida WOGNUM(2002) Supporting the career development of older employeesvol 1 Issue 3pp 191-198.

Ruthwell Williams J, and H.CKazanas:improvingon- the- job training San Francisco JosseyBassPublishers 1994.

Small-Sample Techniques. The NEA Research Bulletin, Vol. 38 (December, 1960), p. 99.

 

Seligman L (1998), the relationship of facilitative functioning of effective peer supervision Counselor education and supervision 17, 254 - 260.

Therole of Human, business and technology resources .Strategic management journal Vol 18, issue 5 pp 375-405. May1997.

Wright, P. &Geroy, D. G. 2001.Changing the mindset: the training myth and the need for word-class performance. International Journal of Human Resource Management 12,4, 586–600.