Human Resource Management: A Case Study Approach

Chapter 14: Training and Development

Starter case study:
1. What are the key points about workplace learning that can be drawn from this
case study?
Particular jobs require a combination of practical and theoretical training. A
structured programme can provide this. The standards of the training can be
guaranteed via regular inspections.
Having passed relevant assessment, a
certification of competence means that an individual can progress and develop a
career in the future.
2. What are the components of the final qualification that John will achieve?
The key components of the final qualifications are recognition of the competence of
both the practical and theoretical aspects of the role (albeit at a relatively basic level).
3. Why do you think that the firm would not take John on initially?
Firms are reluctant to take on unskilled workers and risk the investment of tie and
money against an uncertain gain. Using a governmental recognised scheme which
is in addition funded by the government reduces the risk to employers.
4. How will the Resource Centre be helpful to John?
The resource centre will assist in the individuals successful achievement of the
programme by providing easy access to a variety of resources (e-learning. Books,
journals, videos, practice tests and other materials), that will support the learning
process.
5. What problems might John experiences if the resources centre was not available
or so well equipped?
If the resource centre were not available or so well equipped it would make the
learning process more difficult. As different people learn in different ways, a variety
of learning tools are necessary to help individuals. Not having easy access to
materials may de-motivate a reluctant learner or they may use outdated and
inappropriate resources.
Exercise 1:
Think about your own organisation (or one you know well) and the type of formal
training that takes place.
Students should draw on their own experiences to answer this question.
1. How effective is this approach?
Examples may be that formal training is based on essential requirements only e.g.
legislative requirements in the financial services sector. Alternatively, a number of
programmes may be run on a regular basis for those employees identified as having
a need via formal appraisal.
2. What effect does the organisational structure, culture and style have on the way
in which formal training is organised and run?
An organisations structure, culture and style will have a significant impact on the way
formal training is organised. Where HR / training and development is centralised
there may be dedicated resources to organise programmes and monitor attendance.
Greater line management involvement may either provide more appropriate

attendance at events, but may also be used as a reward or used inappropriately with
relevance of the course being in question. Some organisations, who state a belief in
training and development, may see training for trainings sake rather than with
organisational goals in mind. Other types of organisations may see training purely in
cost terms (both cost in actually running the course and cost in absences from the
business) and will not encourage training.
3. How could this be improved?
Training needs to have a purpose, either organisational goals or a philosophy of life
long learning in either case it needs to be focused on an overall aim, with a definite
outcome planned. The achievement of the learning objectives needs to be reviewed
as assessed to see if the learning experience is of value.
Exercise 2:
Think about your own organisation (or one you know well).
Students should draw on their own experiences to answer this question.
1. To what extent is job rotation or job shadowing undertaken?
Students may identify a formal programme which employees can request to join,
alternatively they may work in an organisation which has no formal programme and
rotation or shadowing however opportunities may arise for example for maternity
cover, or cover for other types of long term absence.
2. How effective is it or would it be?
Job rotation or shadowing can only be effective if it has proper planning. The rotation
needs to be at an appropriate level for the employee and structured so that the
correct level of support and training is provided. Shadowing can be less formal
however still needs to be carried out in a timely manner with an appropriate
employee who has the interest and skill to make the experience of value.
3. In what ways does it support individual development and organisational
performance?
Job rotation or shadowing can support individual development by allowing individuals
gain valuable insights and experience into the next step they may be able to take
either up the career ladder or sideways into an alternative role in an organisation. It
can also support organisational goals by re-motivating employee who may feel board
in a current role and keeps people within the organisation. In addition rotation and
shadowing can help with succession planning for the future.
4. How would mentoring help further?
Mentoring can further help individual development and organisational goals because
it can look further into the future than just the next move. It can help an individual
identify future career options and the ways in which they could be achieved. Ideally
mentoring will help an individual find a future path within an organization, so helping
the organisation develop home grown talent.
Exercise 3:
Think about your own organisation (or one you know well).
Students should draw on their own experiences to answer this question.
1.

In the organisation, is the focus more on formal or informal learning and

development? Why do you think this is?

Students identify the formal requirements and therefore formal emphasis in a

financial services company. Informal learning and development tends to be more
organic than planned an explanation of a new task happens when it needs to
happen, although if its part of a planned handover can form part of an overall plan.
The type of training planned also can be dependant on the availability of dedicated
training resources within an organisation. A dedicated trainer / training department
are likely to have a bank of standard courses available (IT, presentation skills, time
management) and supplement this with more specific training events. In the
absence of a dedicated resource, line managers and employees are more likely to
use the facilities (i.e. other employees, on-line training, books, CD ROMs etc) that
are more easily accessible.
What facilities are there in the organisation to support informal learning and
development?
Organisations need to recognise the value of informal learning and development and
provide proper resources. This could include a dedicated room or rooms with
computer terminals that can be accessed and a library of books, videos and CD
ROMs. IN addition organisations can support learning and development by providing
formal access to mentoring and coaching by helping facilitate the availability of
appropriate personnel and mechanisms / guidelines for successful relationships.
2.

Exercise 4:
Think about your own organisation (or one you know well).
Students should draw on their own experiences to answer this question.
1.

Which training and development methods are most frequently used in the
organisation? Why do you think this is?
Students may identify a variety of methods which may include: - graduate schemes,
placements, secondments, attachments, vocational and competency based
schemes, apprenticeships, e-learning, job rotation, job shadowing, mentoring,
coaching and training courses. The type of organisation may determine the type of
training and development used. A small organisation may not have the ability
(financial or personnel) to support graduate schemes, placements and secondments.
Apprenticeships may be seen to be more suitable to a production / manufacturing
environment than in the service sector. Training courses can be expensive and the
necessary funding needs to be available which may not always be possible.
2. What issues promoter or inhibit the selection of methods in use?
Different type of organisation will have different management styles and cultures
which will be supportive of different types of training, and also different levels of
resources to support and facilitate training and development.
3. Which other methods offer some advantages?
Less formal training methods have the advantage that the individual is unlikely to be
absent from the business for the same length of time as attending a formal course.
Other methods such as coaching can be carried out on the job and can give a quick
result and feedback on its effectiveness.

Case Study
1 & 2 make a list of the issues that you should consider tackling. Put the list in
priority order, so that urgent business needs can be addressed first
Poor training of manager on appraisal no training needs analysis as part of the
process
No clear identification of development needs
No cost benefit analysis of different types of training
Training all focused on courses and not making use of other training and
development methods
Questionable content and relevance of course
No pre-course briefing (aims and planned outcomes)
No mechanism for course evaluation or measuring effectiveness
Poor communication about impending attendance on courses
Managers have a list of courses and staff pick and mix no link to actual need
No restriction on the number of courses therefore seen as a perk rather than a
development opportunity
No restriction on the number of courses attended
Poor record keeping especially critical for re-licensing
Staff not attending courses / or leaving part way through exercises
2 Consider how you might address the issues on the list
Managers need to be trained in appraisal to make development needs a key
element. Without proper identification of training needs analysis then any training
and development will not be successful. Development needs need to be on the basis
of filling a gap. Linked into this analysis will be the identification of the most suitable
type of event to fill the gap always using a course limits opportunity and may not
best meet the need. Any type of formal training should be able to be justified in cost
terms for the benefit it brings thus a training budget should be allocated to each
individual so that more care and consideration is given to the type of training events
provided. Managers should be advised as a matter of process who is attending what
training and when to allow them to adequately cover the teams work needs. This
should link into proper training records for both the benefit of the individual and the
organisation. Better communication about attendance will allow for proper pre and
post briefing sessions to help identify the intended learning outcomes and if these are
met. All courses should be evaluated for relevance, content and presentation. These
evaluations should be reviewed (centrally) and remedial steps taking to address
issues of poor training sessions. Attendance on training courses needs to be taken
seriously, absence should be treated he same as an unauthorised absence from
work and if necessary a disciplinary procedure invoked.
3 Who else should be involved? Why them?
Senior and line managers should be involved to identify what the key organisational
objectives are. In the first instance training and development activities should be
focused on the organisational goals, and once these are in place a plan of learning
for life can be initiated. They will also have the ability to determine the financial policy
for training. Other members of the learning and development team should be
involved to support managers in developing them to carry out effective training need
analysis and be involved in taking those training needs to formulate appropriate
training events. The learning and development team should also be involved in
putting together a process for course booking and record keeping (even if these are

managed by the individual or line manager). In addition, course evaluation should be

reviewed by these people to ensure the quality of training events.
4 How will you know that the development activities are successful?
Development activities should be carried out to meet gaps in a persons skills,
knowledge and experience. As part of a formal appraisal and development process
the original gap should be reviewed and the closure of the gap assessed. If the gap
has been partly closed it may be that the training event was successful but there has
been poor transference back to the workplace. If the gap still exists, the
appropriateness of the training event should be questioned.