Training for a better organization

Employees in today’s organization are under mounting pressure to do more with less. Organizations face constant change in response to fierce global competition and the introduction of new technologies (Nilson, 1999). As organizations scramble to rethink and out perform their competition the very nature of work is changing.

Rothwell, et al (2003) states many CEOs today understand the value of learning and can articulate how a better-skilled workforce helps the organization grow and succeed. They expect learning and development to support the organization's strategies, and to prepare employees to implement the direction the company needs to take to grow. As the workplace learning and performance profession has increasingly earned its seat at the strategic table and become a business partner, the need to develop that foundational competency has become more pronounced (Meier, 2000). WLP professionals must understand key functions of the business, such as finance, marketing, operations, leadership, strategy, and talent, as these areas represent the core business knowledge that will allow them to take on broader leadership responsibilities and add value to their organizations. An important part of building business skills trying to understanding learning effects on the organization, and communicating those effects. Business leaders expect accountability not only for training and development budgets, but also for the results of learning initiatives. Kitchener (1990),states organizations use a much broader set of metrics than in the past to account for the influence of learning. CEOs are less likely to pay attention to activity based numbers than to what they accomplish as a result of the training. While the indicators may vary from company to company, CEOs want to know how learning is affecting objectives such as customer satisfaction, productivity, profitability, and sales. The key for learning professionals is to understand how learning is making an impression on the metrics that matter most to the organization.

The pace of work process has increased dramatically and has become far more knowledge intense. Malhotra (1996) states because of this new environment, traditional human resources development (HRD) practitioners are shifting their force away from formal training events and toward various types of learning experiences that can solve performance problems and increase business results.

Workplace learning and performance (WLP) is defined as “the integrated use of learning and other interventions for the purpose of improving human performance, and addressing individual and organizational needs. It uses a systematic process of analyzing and responding to individual, group, and organizational performance issues. (Rothwell, et al, 2003) Conducting assessment in the workplace can be both rewarding and challenging for assessors. Many assessors engage enthusiastically with this assessment strategy because of the opportunity it provides for authentic, relevant and meaningful assessment for the candidate. Jackson (2006) states candidates are usually observed or questioned while performing or demonstrating ‘real’ work tasks and evidence about a candidate’s skills and performance is collected over a period of time sometimes involving input from third party sources, such as a supervisor. Recognition of current competence and identifying any skills gap goes hand in hand with the assessment process. In 2004, ASTD published The ASTD Competency Study: Mapping the Future, the landmark competency study that defines what workplace learning and performance (WLP) practitioners need to know and be able to do to be successful (Jackson, 2006). The work resulted in new standards and directions for the WLP profession. Its purpose was to enable individuals and institutions to remain ahead of the curve and equip them to better align with organizational strategies and goals. Smith (1990) states the new workplace will reward those specialized generalists who have a solid basic education plus deep professional or technical skills in demand across a range of companies and even industries. There are many challenges that Professional Development Specialist has to deal with such as financial outlook, recruiting, technology, globalization, partnering, and corporate communication The rapid evolution of technology, the aging population of baby boomers, the rising cost of healthcare and energy, and other societal and business trends are having a significant and irrevocable impact on the workplace. Where, how and why we work has changed dramatically over the past two decades and it will go through further transformation over the next twenty years (Jackson, 2006). To succeed in the new workplace, workers will have to have the skills and abilities to add value quickly. The effects of technology on the workplace are widespread and complex. WLP professionals are encountering technology advancements in the areas of delivering training, capturing knowledge, and working (Senge, 1990). Embracing and leveraging these advancements for true organizational benefit requires greater savvy, adaptability, and innovation on the part of WLP professionals. Many organizations are using technology to effectively communicate with employees and to conduct business with clients and customers who are in disparate locations. Smith (1990) recognizes the greater geographical distribution has placed an increasing emphasis on virtual collaboration, and WLP professionals must continue to understand and implement social networking tools to engage people and facilitate learning. Technology is also being viewed as a method for capturing knowledge. Meier (2000) states WLP professionals are anticipating the fast approaching retirement of many workers in all industries and must implement processes to retain their knowledge within the organization. They bear increasing responsibility for knowledge management systems, informal knowledge exchange networks, communities of practice, and more. However, the context in which they are practiced is shifting, driven by two strong trends-technology and the increased expectations of WLP professionals to leverage technology effectively, and globalization (Kirkpatrick , 1998). WLP professionals must better understand technology trends and use them in a way that serves individual and organizational learning, while meeting employee preferences for content that is easily accessible and available any time. Meier (2000) implies talent management practices and processes will vary among organizations depending on industry, strategy, and workforce demographics, but will share a common focus on developing and engaging talent strategically. In many organizations, WLP professionals already play key roles as talent management leaders and partners driving the integration and alignment of all the relevant components, and ensuring accountability for results. Talent management affords a real opportunity to WLP professionals to be vital business partners in all areas of the enterprise that rely on know how applied to performance. It is an area of expertise that promises to open new doors to the profession (Rothwell, et al 2003). For organizations with more highly engaged employees, customer satisfaction scores topped the list of key indicators that employees are engaged in their work and employee willingness to contribute beyond the typical parameters of the job was the second-highest rated indicator of engagement for organizations with more highly engaged employees. Senge (1990) argues having workers speak positively about their employers, enthusiasm for learning new skills, and apparent enjoyment of their work tied for third place. Market share and tenure were least likely to indicate engagement for organizations with more highly engaged employees. Willingness to contribute effort beyond the typical parameters of the job was the highest rated indicator of engagement for organizations with more disengaged workers, followed by workers' speaking positively about their employers. The lowest rated indicators of engagement for organizations with perceived low levels of engagement were results from engagement-related surveys, workers' opportunity for advancement, market share, and focus on employees' strengths. Kitchener (1990) replies employees have a variety of ideas on the drivers of engagement, as well as the factors that interfere with optimizing engagement within their organizations. In particular, the variance in processes organizations are currently using to support engagement and those that they believe they should be using offers remarkable insight into practices that could be adopted to reinforce engagement efforts. Prange (1990) states blended learning, an approach that combines delivery modalities, is a well worn buzz phrase in the training industry. With the Internet boom came a caravan of e-learning gurus preaching that online learning would replace the need for classroom training. Blended learning makes it possible to reach a much broader audience for effective learning, retention, and on-the-job training. Training specialist can mix an instructor-led classroom-based course with online delivery methods such as virtual classrooms, Web seminars and self-paced tutorials, as well as traditional media such as workbooks. Malhotra (1996) states organizations must determine the right combination of delivery methods for a learning program to reap the maximum value. Blending learning is not just about the delivery it must be considered along with the other key components of the learning life cycle, including needs assessment, development requirements, and program evaluation. Nilson (1999) concludes blended learning is not a one-size-fits-all approach, nor is it solely dependent on technology products to survive and thrive. Its success depends on a supportive organizational culture, which includes management support, adequate technical and human resources for development and maintenance, and the correct leveraging of content across modalities appropriate to the goals, timeline, and audience. Instead of reacting to what it's called, organizations should embrace it for what it is an incredibly flexible, effective, and time or cost-efficient approach to employee learning (Jackson, 2006). Training specialist need to talk about blended learning with senior management in simple and practical terms to win the budget dollars to fund blended learning programs now and into the future. Like no other training form, e-learning promises to provide a single experience that accommodates the three distinct learning styles of auditory learners, visual learners, and kinesthetic learners (Salopek, 2008). Other unique opportunities created by the advent and development of e-learning are more efficient training of a globally dispersed audience; and reduced publishing and distribution costs as Web-based training becomes a standard. Also, E-learning offers individualized instruction, which print media cannot provide and instructor-led courses allow clumsily and at great cost. In conjunction with assessing needs, e-learning can target specific needs. And by using learning style tests, e-learning can locate and target individual learning preferences. Additionally, e-learning is self-paced. Advanced learners are allowed to speed through or bypass instruction that is redundant while novices slow their own progress through content, eliminating frustration with themselves, their fellow learners, and the course (Pace, 2008). Some of the most outstanding advantages to using e-learning by training specialist are reduced overall cost it eliminates the costs associated with instructor's salaries, meeting room rentals, and student travel, lodging, and meals are directly quantifiable, the reduction of time spent away from the job by employees may be the most positive offshoot. Studies have shown most learning times are reduced on an average of 40 to 60 percent. Senge (1990) state the increased retention and application to the job averages Consistent delivery of content is possible with asynchronous, self-paced e-learning . Expert knowledge is communicated, but more importantly captured, with good e-learning and knowledge management systems. Proof of completion and certification, essential elements of training initiatives, can be automated. Learning Management Systems (LMS) are often viewed as being the starting point of any e-learning or blended learning program. This perspective is valid from a management and control standpoint, but antithetical to the way in which most people learn today (Rothwell, et al 2003). Certain learning tasks are well suited for an LMS. Learning itself is different it is not a process to be managed. Learning is sometimes known for being as a nature multi-faceted and chaotic. An LMS allows managers to administer and track the progress of employees throughout the entire training cycle as well as manage compliance with industry standards and regulations. An LMS allows an organization to centralize content, student management, and reporting in one convenient interface and technology package. Pace (2008) states as WLP practitioners foster a coaching culture focused on employees coaching each other, performance and strategy alignment is encouraged. In addition, as executives develop their coaching expertise, a shift toward key strategic skills, such as communicating vision and delegating responsibility, becomes more natural. In a knowledge economy, an organization's ability to quickly adapt to changing realities is critical to its success. To facilitate the upkeep of knowledge and skills, workplace learning professionals seek innovative training design models and delivery methods so they can provide the right information at the right time to the right people (Smith, 1990). Authoring, delivery, collaboration, and management tools can facilitate the development, distribution, sharing, and tracking of learning materials. However, if a solution's impact on learning is assessed erroneously, necessary resources may be limited to programs with little or no value. Kirkpatrick (1998) concludes that every learning solution is initiated for a specific reason. The problem, however, arises because learning professionals typically rely on qualitative evidence to build the business case for training. Examples include compulsory training, addressing a performance deficiency, improving productivity, or introducing new processes or equipment. This sort of reasoning makes training difficult to assess and prioritize from a client or executive perspective. Also, WLP professionals need to recognize that an assessment must occur during the planning stages, when budgets and resources are allocated. In other words, training cannot rely solely on current evaluation models, such as Kirkpatrick's four levels, that assess training's impact after it has been delivered. By then, it may be too late to calculate valuable results (Kirkpatrick, 1998). While these are only a few challenges they are the most important for any corporation. The ability to deal with challenges of learning training specialist has to look at the four phases of the learning cycle and Kirkpatrick levels of learning. The four phases of the learning cycle are preparation, presentation, practice and performance. This simple four-part process is universal. It applies to all learning, everywhere, always. In the preparation phase, the goal is to arouse learners’ interest, give them positive feelings about the forthcoming learning experience and put them into an optimal state for learning. Secondly, in the presentation phase, it helps learners encounter the new learning material in ways that are interesting, enjoyable, relevant, multisensory, and that appeal to all learning styles. Thirdly, the practice phase helps learners integrate and incorporate the new knowledge or skills in a variety of ways. Lastly, the performance phase helps learners apply and extend their new knowledge or skills to the job so that the learning sticks and performance continually improves for maximum results. Also, there are others way to evaluate training for positive or negative feedback. One way is to ADDIE model which are Analyze, Design, Develop, Implement, and Evaluate. These phases are sequential each depends upon the successful completion of the preceding phase. The final step in the ADDIE model is a summative evaluation in which you measure how effectively the training program accomplished its stated goals. This step in the training process is usually ignored because of the added time and cost required. First analysis phase, the training specialist identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and any other relevant characteristics. Second design phase, a systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content are determined here. Third development phase is the actual creation or production of the content and learning materials bases on the design phase. Fourth implementation phase, the plan is put into action and a procedure for training the learner and training specialist is developed. Lastly the evaluation phase consists of two different evaluations formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion related referenced items and providing opportunities for feedback from the users. Strategic planning and risk management help educate employee’s thereby increasing organizational efficiency. Efficient employees play a vital role in achieving organizational goals (Jackson, 2006). Changes in employee roles, responsibilities and top leadership resulted in the organization’s diminished internal customer service and, ultimately, an inability to sufficiently meet external customers’ needs.

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