Professional Documents
Culture Documents
Report of Two Companies HR Polices Comparision
Report of Two Companies HR Polices Comparision
Farhad Analoui, (1994),"Training and Development: The Role of Trainers", Journal of Management Development, Vol. 13 Iss
9 pp. 61-72 http://dx.doi.org/10.1108/02621719410072107
Sharon Daniels, (2003),"Employee training: a strategic approach to better return on investment", Journal of Business
Strategy, Vol. 24 Iss 5 pp. 39-42 http://dx.doi.org/10.1108/02756660310698713
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In order to accommodate the rapid (1) aligning training strategies with various problems and assignments
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Work Study, Vol. 43 No. 2, 1994, pp. 13-16, © MCB University Press, 0043-8022 WS March/April, 1994 13
Continuous Learning and motivation of all employees has has recently become widespread but
More recent trends show training going proved effective. not a major training impetus.
beyond “job specific” to “continuous Factories are also utilizing modern
learning”, in which the focus is on training ideas. They are prone to
other areas of expertise within the employ multiskilled workers and use Manufacturer-User
company. In continuous learning multipurpose machines. Factories now Another form of training is
employees are encouraged to learn and use flexible automation – organizing “manufacturer-user”, which involves
understand the jobs and skills needed the shopfloor into cells and short the vendor and supplier sharing ideas
of those around them and more often assembly lines. Workers in each cell and information about design and
perform them on a regular basis. Semi- must have knowledge and skills to implementation and having joint
autonomous work teams are most operate a variety of machines and responsibility for training. Turning to
conducive in the continuous learning know product requirements. Single the manufacturer for aid in training
environment because each employee purpose assembly lines are a thing of would seem a likely choice as it should
trains others in their group. This way the past because the ability to do more know about the machine in use and its
employees know one another’s jobs than one job increases productivity, various functions. This form of
and can perform them in case of an giving companies a competitive training can result in more up-time,
employee absence. Employees begin to advantage. Traditionally, single-skilled increased creative applications,
realize that learning and continuous training was highly specialized with manufacturer and customer
training is as big a part of their job as centralized decision making. The satisfaction and improved design of
the job itself. “factory of the future” focuses on
machines. It is also a relatively
Training one another, or “train the cross-training and decentralized
inexpensive way to train because the
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14 Work Study
up to the supplier using train-the- as employees’ companies allows ● be supportive,
trainer style mentioned earlier. National Technical University to ● accommodate different learning
emphasize high quality instruction. speeds, and
Companies pay a fee to join, which
Designing and Delivering ● provide group-based learning.
allows employees to partake in the
Training Cost-effectively education. Then the student pays the Atlantic’s C&P Telephone Company
There are three approaches to fees and may receive reimbursement implemented accelerated learning and
designing and delivering training cost- from the employer. The basic functions found its costs of one course reduced
effectively. The first is a systems of National Technical University are, by 42 per cent. Collaboration rather
approach, which organizes the in addition to awarding master degrees than competition is important in this
educational process into manageable in selected disciplines, to provide technique because the group is
steps, resulting in improved decision responsible for its success. For
research seminars, operate tele-
making and training delivery. example, one student will relate to
communication for on-site services,
The second approach is training another the material just learned and
offer short courses, seminars and
partnerships with community colleges. vice versa. This process helps to speed
Companies get together with colleges workshops to introduce new the learning process. Other types of
to decide which training courses can be technology, and establish a satellite learning accelerators may include
offered and what the company needs. network between industries and positive suggestion, metaphors,
Then the company signs up employees universities. Classroom time is done analogies, mental imagery exercises
to attend. This area is enhanced when on-site or at work, over satellite. This is and role plays.
colleges increase their flexibility of the wave of the future, as there is a There are three essential elements in
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courses offered and provide high growing number wanting to take part in teaching accelerated learning – state
quality instruction. this type of programme. of mind called relaxed alertness,
The third approach is satellite or live The US Army utilizes the third exposure to subject by orchestrated
interactive TV, which usually offers approach – TV – for effective, cost- immersion, and active processing.
graduate level courses. Many efficient training. Although this Relaxed alertness calls for low threat in
companies use a combination of the method is already used in industry, the the classroom allowing students to be
above three approaches. approach which the army took in motivated to take on the challenge at
presenting it is more modern. The hand. Orchestrated immersion is an
Army Training Department found that educational process enveloping the
a simple, dry lecture on TV was not the learner in multiple, interactive contexts
WS March/April, 1994 15
for, training should be a very important
part of the job. Considering that and the
First-line management rapid technological changes, new
training methods are being developed.
Middle management
Some of the training methods
mentioned in this article will be used
extensively in the next few years, while
Senior management others may take some time in catching
on. Deciding on what training
method(s), new or old, will work best
Conceptual skills
for the needs of the company is an
important consideration which all
Human skills – significant
people responsibilities companies must address and constantly
Human skills – communication and re-evaluate.
negotiation, people and non-people resources
Employees are allowed to take on information or set(s) up for their part. Publishers, San Francisco, CA, 1988.
responsibilities not currently defined in When it is question and answer time,
their present job, therefore creating the team trainers are there to answer,
role differentiation and developing supplement, redirect, or clarify Further Reading
team skills. Action learning also brings contributions made by the other(s). Caine, G. and Caine, R.N., “Learning about
out shortcomings to the work group To be a team trainer, one should Accelerated Learning”, Training and
and helps the team develop ways to complement the other trainers and Development Journal, Vol. 43 No. 5,
work well with them, as this aids their 1989, pp. 65-73.
deal with them. It is geared towards
product and process versus traditional training process to run more smoothly Clancy, J.A., “Training Workers for the
and efficiently. The whole training Factory of the Future”, Training and
organizational development which is
Development Journal, Vol. 43 No. 2,
inclined to be quite process-oriented. phase is enriched by utilizing team 1989, pp. 46-9.
Action learning is known as a rough training. Team training is a proved and
Gill, M.J. and Meier, D., “Accelerated
process because not only is learning effective mechanism when the
Learning Takes off”, Training and
involved but also that learning needs to company and trainers co-operate to Development Journal, Vol. 43 No. 1,
be transferred to action, as the real make it work. 1989, pp. 63-5.
problems of the company must be Johnson, D.A., “Training by Television”,
solved. It takes time and can be Training and Development Journal,
frustrating; but the end result is having Management Level Training Vol. 43 No. 8, 1989, pp. 65-8.
company problems solved and The skills needed in management are Lawrie, J., “Take Action to Change
employees having learned a great deal, somewhat different from those needed Performance”, Personnel Journal, Vol.
not only about how to work in groups, by lower-level employees and also 27 No. 1, 1989, pp. 59-69.
but also about operations of the differ depending on what level the Pell, V.L., “Management Insights”, Journal
company. manager is (see Figure 1). These data of Property Management, Vol. 54 No. 1,
are taking a foothold as more 1989, p. 14.
companies realize their managers do Ripley, D., “Trends in Management
not have the knowledge needed to Development”, Personnel Admin-
Team Training istrator, 1989.
perform their jobs at the highest level.
Two can learn more together than one
As one moves up the corporate ladder, Snyder, K.J. and Anderson, R.H., “Team
can learn in twice the time. This is the
less technical skill is needed and more Training”, Training and Development
main force behind team training, which Journal, Vol. 43 No. 2, 1989, pp. 58-61.
conceptual skill is required. First-line
has recently become widespread. Team
managers must focus their training on
training utilizes more than one trainer
human skills and the more experienced
to teach a course, and team members
managers on technical skills. The
share in planning and doing the actual
senior managers learn more of the
training. Studies show that this
coaching and self-development side.
interaction arrangement stimulates
understanding and increases Christianne Derouen and Brian H. Kleiner
productivity for the students. Training are with the Department of Management,
is handled in several ways. With the Conclusion School of Business Administration and
Economics, California State University,
team-training arrangement, as one No matter what type of job one Fullerton, California, USA.
presents, the other(s) distribute(s) performs or the company one works
16 Work Study
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3. Thomas N. Garavan, David McGuire. 2001. Competencies and workplace learning: some reflections on the rhetoric and the
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