Training of New Employees

As discussed under the topic of limitations of interviews it can be understood that there are reasonable weaknesses in each selection method. The selection process might effect on the employee training and development.

Training and Development play a crucial and functional role in supporting every business in the world, because training improves the efficiency and the effectiveness of both employees and the institution (Khan, et al., 2011).

Many schools have practiced short term and long term training programs to assist the employees at all the level by adding values to its human capital (Sothy, 2019).

According to ( Mcdowall & Saunders, 2010) the recognition of the importance of training in recent years heavily influenced by the intensification of competition and the relative success of organizations where investment in employee development is considerably emphasized.

Intention of Employee Training

It is clear that providing more opportunities for training and development in any organization helps to identify the organizational conflict (Truitt, 2011). According to (Constantino & Merchant, 1996) all organization should have a conflict management system in place. When conflict is manifested in the organization by clusters at employees who are dissatisfied, this group dissatisfaction state of mind can result in frenzied chaos, grievances and turmoil in the organization. Having a conflict management system in place would potentially be able to short circuit such a disruptive process (Truitt, 2011). One of the most frequently encountered human capital development intervention is training (Campbell & Kuncel, 2001).

Both formal and informal training opportunities are through to provide a forum for the development of talent (Truitt, 2011). When talent is fostered and nurtured competitive advantages in performance are untrained (Bowling, 2007).

Moreover most of the organizations, by applying long-term planning; invest in building new skills, knowledge and changing the attitudes of their workforce, enabling them to cope with the uncertainties that they may face in future, thus improving employee performance (Elnaga & Imran, 2013).

Training and development is a function within Human Resources Management used to fulfill the gaps between current and expected performance (Elnaga & Imran, 2013).

The training and development function is mainly responsible for employee performance (Makhdom, 2013). Performance can be demonstrated in the improvement of production, easiness in utilizing new technology; or being a highly motivated individual (Nassazi , 2013).

Kolb’s Learning Cycle

Kolb introduced the Experimental Learning Theory (ELT) that helps to explain how experience is transformed into learning and reliable knowledge (Kolb, 2014). Kolb conducted that there were four distinct learning stages in the recursive cycle.

The four learning stages are as follows,

1.      Concrete experience (CE)

2.      Reflective Observation (RO)

3.      Abstract Conceptualization (AC)

4.      Active Experimentation (AE)

Figure 1 The Kolb’s Learning Cycle

Source: (Morrison & Hopfe, 2019)

According to (Kolb, 1984) suggests that students develop performance for leering in a particular way. Students may adopt different learning styles in different situations, but they tend to favor some learning behaviors over others. He identifies four learning styles, each of which is associated with a different way of solving problems.

1. Diverges view situation from many perspectives and rely heavily upon brain storming and generation of ideas.

2.  Assimilations use inductive reasoning and have the ability to create theoretical models

3.  Converges rely heavily on hypothetical deductive reasoning.

4.  Accommodators carry out plans and experiments and adopt to immediate circumstances.

Application of Kolb’s Learning Cycle

The organization in which I work, a leading international school, the Kolb’s learning cycle is practically applied to support the slow learners.

Figure 2  Kolb’s Experiential Learning Cycle

 

Source: (Healey & Jenkins, 2000)

·         Concrete Experience – Conducting Remedial classes for Slow Learners after school

·         Reflective Observation – Checking whether there marks obtained by the students have been increase in the term test

·         Abstract Conceptualization – As the Slow Learners obtained better grades in the term test, it is decided to make compulsory for all the children those who scored less than 40% to participate in after school remedial classes.

·         Active Experimentation – Analyzing different types of teaching tools and identifies what are the teaching techniques which can be used to improve the standards of the children. Such as, using teaching aids, carrying out experiments and demonstrations and discuss past paper questions.

Conclusion

Training employees plays a major role which reflects on progress of any organization. As training makes employees posses with required competency and skills. Base on the current challenges exist on the number of employees work learning styles may vary. Training process is facilitated by the contemporary selection techniques such as psychometrics tests.

Reflection upon above learning by doing however is fundamental. In order to reach this, the dynamics of the Kolb’s learning cycle needs to be driven by the involvement of the teachers. So that the school management becomes the guider and the facilitator in this process.

References

Mcdowall, A. & Saunders, M. N., 2010. UK managers' conceptions of employee training and development. Journal of European Industrial Training, 34(7), pp. 609-630.

Bowling, N. A., 2007. Is the Job Satisfaction—Job Performance Relationship Spurious? A Meta-Analytic Examination. Journal of Vocational Behavior, 6(7), pp. 67-185.

Campbell, J. P. & Kuncel, N., 2001. Individual and Team Training. Handbook of industrial, work and organizational psychology, Volume 1, pp. 278-312.

Constantino, C. A. & Merchant, C. S., 1996. Designing Conflict Management Systems: A Guide to Creating Productive and Healthy Organizations. 1 ed. San Francisco: CA: Jossey-Bass.

Elnaga, A. & Imran, A., 2013. The Effect of Training on Employee Performance. European Journal of Business and Management, 5(4), pp. 137-147.

Healey , M. & Jenkins, . A., 2000. Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education. Journal of Geography : National Council for Geographic Education , Volume 99, pp. 185-195.

Khan, R. A. G., Khan, F. A. & Khan , M. . A., 2011. Impact of Training and Development on Organizational Performance. Global Journal of Management and Business Research, 11(7), pp. 63-67.

Kolb, D. A., 1984. Experiential Learning. 2 ed. Englewood Cliffs,New Jersey: Prentice-Hall.

Kolb, . D. A., 2014. Experiential Learning: Experience as the Source of Learning and Development. 2 ed. Upper Saddle River, New Jersey : Pearson FT Press.

Makhdom, A. M., 2013. Impact of motivation on employee performance with effect of training: Specific to education sector of Pakistan. International Journal of Scientific and Research Publications, 3(9), pp. 1-9.

Morrison, I. B. & Hopfe, C. J., 2019. Teaching building performance simulation through a continuous Learning Cycle. Loughborough's Research Repository, pp. 1-9.

Nassazi , A., 2013. Effects of training on Employee performance. Evidence from Uganda, s.l.: University of Applied Science,International Business .

Sothy, C., 2019. The Impact of the Training & Development on Employees Performance : A cse Study of Selected Private Secondary Schools in Phnom Penh Cambodia. Global Journal of Human Resource Management, 7(3), pp. 40-49.

Truitt, D. L., 2011. The Effect of Training and Development on Employee Attitude as it Relates to Training and Work Proficiency. SAGE Open, pp. 1-13.