Professional Documents
Culture Documents
Gatewood, D.R., Field, S.H. and Barrick, M. (2008), Human Resource Selection, 6th Edition, Thomson South-western, Thomson learning Academic
resource Center, pp.1-10.
Rioux, M.S. and Bernthal, R.P. (1999), Recruitment and Selection Practices: Survey Report, Development Dimensions International, HR Benchmark
Group, Issue 2, Vol. 2, pp. 1-10.
Internal Recruitment
An internal recruitment strategy is characterized by promoting
employees from within an organization to fill upcoming positions.
External Recruitment
An external recruitment strategy is one which a human resources
department will systematically search the employee pool outside its
own employees to fill positions.
Job Analysis
The management of a business need to determine what work needs
to be done. Job analysis concentrates on what job holders are expected
to do. It provides the basis for a job description, which in turn influences
decisions taken on recruitment, training, performance appraisal and
reward systems.
Job Description
A broad, general, and written statement of a specific job, based on the findings
of a job analysis. It generally includes duties, purpose, responsibilities, scope, and
working conditions of a job along with the jobs title, and the name or designation
of the person to whom the employee reports.
Job description usually forms the basis of job specification.
Mondy, W., Noe, M. and Premeaux, R. (1999). Human Resource Management. 7 Edition, London: Prentice-Hall International, pp.254264.
Maund, L. (2001). An Introduction to Human Resource Management: Theory and Practice. Palgrave Publications, New York.
th
Aims of T&D
The purpose and aims of a successful T&D program can be summarized into the
following:
Help new employees with induction training to become familiar with the job
requirements;
Develop new and existing employees skills, competences and capabilities so to
improve their performance (Marchington & Wilkinson, 2000);
Enhance employees knowledge, and to constitute to positive changes in their
behaviors and attitudes so to facilitate organizational change more effectively
(Garvin et al., 2008);
Build of a more efficient, effective and highly motivated team, which could
enhance the business competitive position and could also improve employees
morale.
Introduce workforce and ensure adequate human resources into new systems and
innovative working methods (Roberts et al., 2011);
Enhancement of a company's ability to adopt and use advances in technology
because of a sufficiently knowledgeable staff;
Build and maintain a learning environment and culture within the organization, so
to enhance organizational performance that will eventually result to improved
customer service, better quality, satisfaction, increased profitability,
organizational
efficacy
efficiency
etc.;organization?, Harvard Business Review, Vol.51, No.2, pp.109-116,
Garvin,
D.A., Edmondson, A.C.
and Gino,and
F. (2008).
Is yours a learning
2008.
March
The
creation of a pool of readily available and adequate replacements for
Marchington, M. and Wilkinson, A. (2000). People Management and Development. 2 Edition, London: Chartered Institute of Personnel
nd
Acton, T. and Golden, W. (2003). Training the knowledge worker: A descriptive study of training practices in Irish software companies. Journal of
European Industrial Training, Vol.27, No.4, pp.137-146.
Gandolfi, F. (2006). Personal Development and Growth in a Downsized Banking Organization: Summary of Methodology and Findings. Human
Resource Development International, Vol.9, Issue 2, pp.207-226.
Gandolfi, F. (2009). Training and Development in an Era of Downsizing. Journal of Management Research, Vol.9, No.1, pp.3-14.
McNamara, C. (2001). Employee Training and Development: Reasons and Benefits. April 2001, http://
managementhelp.org/training/basics/reasons-for-training.htm
Motwani, G., Frahm, M. and Kathawala, Y. (1994). Achieving a competitive advantage through quality training. Training for Quality, Vol. 2, Issue 1,
Bee, F. and Bee, R. (2003). Learning Needs Analysis and Evaluation. 2nd Edition, London: The Chartered Institute of Personnel and
Development (CIPD), April 2003.
Eraut, M. and Hirsh, W. (2007). The Significance of Workplace Learning for Individuals, Groups and Organizations. The ESRC Centre on
Arthur, W., Bennett, W., Edens, P.S. and Bell, S.T. (2003). Effectiveness of Training in Organizations: A Meta-Analysis of Design and
Evaluation Features. Journal of Applied Psychology, Vol.88, No.2, pp.234-245.
Baldwin, L.M. and Ford, J.K. (1988). Transfer of Training: A Review and Future Directions for Future Research. Personnel Psychology,
Vol.41, Issue.1, pp.63-69.
Types of T&D
Generally, there are two broad types of training available to
businesses:
on-the-job and off-the-job techniques. Individual
circumstances such as who, what and why of your training program
determine which method to use, as presented below.
Training Evaluation
Through training evaluations, organizations try to identify whether the training benefits
exonerate the financial investments made in terms of knowledge and skills dissemination in the
work context (Kauffeld et al., 2008; Saks & Burke, 2012), as lack of training transfer results in
exaggerate costs (Laker & Powell, 2011).
In many organizations, training evaluation is focused mere on the trainees reaction right
after a training course (short-term evaluation) (Nickols, 2005). However, in order to determine
the actual training benefits, the long-term training outcomes should also be evaluated
(behavioral changes, transfer to practice, return on investment, individual and organizational
results) (Wang & Wilcox, 2006; Kirkpatrick and Kirkpatrick, 2006; Giangreco, 2010).
According to Burrow & Berardinelli (2003)
successful evaluations:
Must be objective and target to specific
outcomes on individual, occupational and
organizational levels;
Should be regarded according to the evaluation
criteria that have been set during the designing
and development T&D process;
Have to be matched within the organizational
objectives, philosophy and culture;
Should be reasonable and must be conducted
by trainers within the resources and the
structure of the training program.
Burrow, J. and Berardinelli, P. (2003). Systematic performance improvement-refining the space between learning and result. Journal of Workplace Learning, Vol.15,
No.1, pp.6-13.
Giangreco, A., Carugati, A. and Sebastiano, A. (2010). Are we doing the right thing? Food for thought on training evaluation and its context. Personnel Review, Vol.39,
Issue 2, pp.162-177.
Kauffeld, S., Bates, R.A., Holton, E.F.III and Mller, A.C. (2008). Das deutsche Lerntransfer - System - Inventar (GLTSI): Psychometrische berprfung der
deutschsprachigen (The German version of the Learning Transfer System Inventory (GLTSI): psychometric validation). Zeitschrift Fr Personalpsychologie, Vol.7, No.2,
pp.50-69, Translated by Bing Microsoft Internet Explorer Translator.
Kirkpatrick, D.L. and Kirkpatrick, J.D. (2006). Evaluating Training Programs: The Four Levels. 3rd Edition, San Francisco, CA: Berrett-Koehler.
Laker, D.R. and Powell, J.L. (2011). The differences between hard and soft skills and their relative impact on training transfer. Human Resource Development Quarterly,