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Name: Kaori ITO
Title: Training for employees
Date: 17th of September 1999 CONTENTS Introduction 1. What is the purpose of Training? 2. What kinds of Training do the
organisation need? 3. Training for new employees? 4. Example: All Nippon Airways 5. Problems of Training for employees 6.Conclusion
Recently, most organisations have been
downsizing their operations and reducing the number of employees. They attach greater
importance to capability than to the number of employees. Thus, the essence of human
resource management has attracted considerable attention to recruitment and training for
employees. Mullins (1996 p.631) reports that an important part of the personnel function
is directly connected with the effective way of training and developing human resources. I
focus on the training for employees. This is because training is a necessary part of
business strategy and is important to the personnel function in organisations. Effective
training clearly offers future advantages to the organisation and the employees. I will
introduce the purpose of training and the kinds of training. Following this we analyse
will one particular method of training for new employees. Finally, we will examine the
training for new employees in All Nippon Airways about the concept of their training and
problem areas. 1.What is the purpose of training? Mullins (1996 p.635) reports that the
purpose of training is to provide skills, knowledge, and to change attitudes. According to
him (1996 p.635) training can: (1). Increase the confidence, motivation
and commitment of staff; (2). Provide recognition, enhanced
responsibility, and the possibility of increased pay and promotion; (3). Give a feeling of personal
satisfaction and achievement, and broaden opportunities for career progression. (4). Help to improve the availability and
quality of staff. It is an important part for management to
improve training. Both the level of individual and organisational function is elevated by
training. In addition, Armstrong (1991) believe that training can make up for the gap
between an ideal and the actual situation, and the gap between desirable objective or
level and present levels of work performance. Mullins (1996 p.634) argue that training
should be deliberation as ‘an integral part of the process of total quality
management.’ Training is essential to supply organisations with employees who have
technical and social competence. For example, managers in organisation and specialists
need it to have the skills, powers, and intelligence for work. Training fulfils an
important part of the process that is to improve skills continually. 2. What kind of training do the
organisation need? Fill and Mullins report that ‘training
can be seen to pass through four main stages: output training; task training; performance
training; and strategic training’ 1 (1). Output training; when small
organisations introduce new equipment, products or persons, they provide training
individually and temporarily. (2). Task training; this is short training
or college based courses for selection, such as vocational education. (3). Performance training; the company that
is well organised and achieves stable growth has this. This training is for an employee to
who is responsible for training and is filled by personnel appointment i.e. Train the
trainer (4) Strategic training; this is practice
training and integral to the intellect and learning of the organisation. 3.Training for new employees When organisations employ new graduates
straight from higher education, in most cases, they give training for a professional
learner. According to Rogers and Williams (1970 P.39) training programs which
organisations provide may be affected by the method of recruitment. As they point out, as
new graduates are taken on for a specific job, they need to get a training program that
gives priority to the type of job. Although there are some different training programs for
new graduates, the fundamental task of programs and systematic approach to effective
training is equal. Mullins (1996 p.637) observes that the
effective ‘management of training ‘2 involves planning and a systematic
approach: (1) There needs to be active support,
careful consideration and encouragement to training throughout all levels of the
organisation. (2) There should be an assessment of
training needs related to the organisation’s business goals. Training needs to be
flexible and respond to a change in the job requirements. (3) It is important that trainees
themselves should also feel excited and satisfied. They should understand how to be
successful and to be able to perceive targets of the organisation. (4) There should be ‘a clear set of
objectives and a defined policy for training.’ The expected results of learning
should be clear and realistic and the degree of attainment should be reasonable. (5) The training programme must be
carefully planned. When trainers give information, they should consider priority, loading
and pacing of information; timing, sequence; variety of methods; revision and strengthen. (6) The selection of the most appropriate
training methods should be considered. These can contain case studies, the incident
method, assignments or projects; role-playing, in-tray exercises or simulation; group
discussions or exercises. The methods should be selected in accordance with the particular
needs of the organisation and employees. (7) The most important functions of
evaluation are to improve organisational performance and effectiveness in order for job
satisfaction and prospects of employees to increase. 4.Examples: All Nippon Airways When I analysed the system of training for
flight attendants, I perceived this training as conformity to the concept of
‘management of training.‘ (a). The training for flight attendants
consists of two stages which are learning at a training centre and learning at the work
place. Both stages are very important for trainees because there are some advantages to
using a training centre but the element of reality is missing. They need to apply the
knowledge and basic skills, which they have learned at a training centre to their place of
work. The period of time for international flight’s training is forty-five days in
the training centre and four time’s in-flight training. (b). In one group there are twenty to
twenty-five trainees and four instructors, two of whom are experienced full-time teachers
and the other two are part-time teachers. Part-time teachers are co-co-ordinates and
advisers in training at the workplace who also work as flight attendants. In the past,
communication between training centre and work place tended to be lacking. This system of
employing personnel built up good communication between the training centre and in the
work place in order to facilitate co-ordination of training, (c). At the beginning of training, trainees
participate in the orientation. They are given a lecture about the objectives of training
and are given a manual, a guidance book, a timetable and checklists. Also, when they
finish training curriculum in the training canter, a general manager gives trainees a
lecture about the business policy, expectant role as a flight attendant. (d). Training programs are divided into
three subjects: emergency and safety, service and routine work. The weighting of these
subjects is about fifty percent, thirty percent and twenty percent respectively. Expected
achievement levels of emergency and safety must be the same as active crewmembers so that
about half of training program is for emergency and safety. Skills of service and routine
work continue to be practised both at a training centre and at the work place. The program
of service training lays emphasis on a case study and a role-play. The topics of case
study and role-play choose from the data on flight reports. (e). There are evaluations for each subject
through examination and simulation. A decision to pass or fail a trainee in the
examination is told by instructors. Trainees have feedback from instructors during a
discussion, role-play and simulation. Trainees have individual tutorials with instructors,
which are provided in the middle of training and at the end of training, and also as the
need arise. 5. Problems of training for employees Every new employee has a different
background and ability. However, organisations need to sustain standards for customer
service. New employees learn skills and knowledge that the company expects of them from
training. Training can decrease the number of errors and customer complaints.
Unfortunately, training for service skills is very difficult, because the development of a
sense of service is not easily explained by the manual. It is important that training is
not only teaching but also to bring out the trainee’s abilities. We should not forget
that perfect training does not exist. When the new employees begin to work, they may be
confused because sometimes training differs from the actual work. This circumstance
usually happens because the process of work and how to deal with business are changes
constantly. Only basic skills and knowledge is taught during training, so senior workers
need to educate new employees about advanced levels of skills and techniques. Training
should be continuous and offered throughout the organisation. If new employees are not
given this support, they will feel frustrated and be isolated, and lose their motivation
and satisfaction. 6. Conclusion Training for new employees makes a strong
impression on them. It is necessary to indicate the aim of training clearly and to give
practical training programs. Systematic and continual training programs can draw out
motivation and develop the employee’s ability in order for employees to understand
what their employers require of them. In addition, they learn methods of communication and
teamwork through training. When organisations plan training, they should consider both
recruitment and training. The aim of training is also to let new employees recognise
his/her position as a member of the organisation and to understand policy and business
goals. This recognition can provide mature employees who take consciousness of
professionalism and pride in their companies. These effects bring a successful future for
organisations.
BIBLIOGRAPHY Laurie J Mullins 1996. Management and
Organisational Behaviour T G P Rogers, IBM (UK) Ltd. and Perter
Williams, IBM (UK) Ltd. 1970 All Nippon Airways training materials |