EMPLOYEE TRAINING AND MOTIVATION AT BRANDIX

Brandix has grown to become one of the leading Apparel manufacturers in the South Asian region. Over the past 50 years, Brandix has been providing Inspired Solutions to renowned brands across the world, bolstered by a vertically integrated supply chain and global network of manufacturing and operating locations (Brandix 2021).

At Brandix, people management ethos stems from the desire to create “Inspired People” empowered by the organization RITE (Respect-Integrity-Teamwork-Excellence) values and deliver Inspired Solutions. Premised on this, Brandix has adopted a strategic approach to continuously realign its talent attraction, talent management, talent engagement and talent development frameworks with the needs of the business. Also Brandix want to be seen as the trusted partner that backs its employees throughout their growth journey both professionally and personally (Brandix 2021). 

Brandix understand the critical role learning and development (L&D) plays in the lives of their ‘Inspired People’ and have continued to invest in career development through a range of opportunities for all employees. A cross functional team was appointed to focus on behavioural training, employee motivation and promote greater employee engagement (Brandix 2021). 

Training programmes at Brandix:

Brandix “Shilpa” - one of two flagship skills development initiatives designed to attract and develop talent at Brandix, whilst providing Associates the opportunity to develop skills and enhance employability by obtaining a National Vocational Qualification (NVQ) Level Certification. One of the key strategies of this is to sustain the collaborative partnership with VTA (Vocational Training Authority) in creating opportunities for youth qualified in NVQ through on-the-job training and employability at Brandix.

P.A.C.E. - the Personal Advancement and Career Enhancement (PACE) programme initiated by GAP Inc. is the other flagship skills development programme. Specifically aimed at female Associates in the Apparel industry, P.A.C.E, empowers them through an opportunity to improve their personal and professional skills through 8 specifically designed modules.

Brandix Academy - to ensure L&D delivers the required impact through an effective process, the teams internally developed a screening methodology for recruitment, and standardised the compensation & benefits mechanism and L&D framework. This is then used as a base to develop and implement an appropriate training curriculum and eventually standardise job roles by mapping the competencies required.

Mechanics Training - recognizing that the mechanic teams play a critical role within the facilities, Brandix continues to implement comprehensive L&D programmes to provide them with the requisite skills and knowledge, enable them to conduct their duties in the most effective manner and enhance their career development.

Excalibur Project - the Excalibur project provided an opportunity for team leaders and subject matter experts identified through the 9-box process to become trainers and/or contribute towards the development of learning content. Excalibur was designed to build internal knowledge and experience sharing capacities and widen employee cohorts.

Executive Development Programme (EDP) - this is a key pipeline development programme for Executive-level employees continued to be applied across Brandix.This initiated and implemented with the intent of preparing local talent to take on the necessary job roles and create a sustainable model for succession.

Motivation methods at Brandix:

Talent Engagement - together with the Corporate Communications team, the organization leveraged on utilising their internal tools such Brandix FM, the PA system, Brandnet, emails and Viyaman, and their external social media platforms to consistently engage with and inspire the employees as they navigated a continuously evolving pandemic.

Employee Councils - EC is a legal body in line with the relevant national regulatory frameworks in the countries they operate in, promotes the rights of employees and their participation in decision making on matters that impact them, inclusive of labour management. With a cordial relationship between the Management teams and workforce.

Better Conversations Every Day (BCE) - Brandix partnered with CCL to rollout Better Conversations Everyday (BCE), a programme to scale coaching skills and create a feedback culture and was offered to all employees at leadership levels to support the transition in the organisational culture.

Empower Me - as COVID-19 continued to impact the employees on multiple levels, the organization realized the need to support employees around emerging themes such as parenting, stress management, financial management and mental wellbeing. As such, ‘Empower Me’ was a series of programmes designed around such focus areas and proved to be popular among the employees.

The “Brandix Safety Pledge” - the leadership teams and employees were encouraged to make a personal safety pledge reinforcing willingness to take responsibility for the safety of their work environment, colleagues and community (My Actions = Our Safety) “Inguru Tea” - a radio segment launched on Brandix FM, tackling current issues with regular contributions from members of the leadership and management teams. The “Real Talk Show” was implemented for Executive-level employees as a platform for open dialogue with key external and internal stakeholders and this helped to keep the employees motivated and inspired.

Employee Welfare “Chairman’s Fund” - non-executive employees are entitled to receive up to LKR 300,000, 1Mn as a non-recoverable financial support for their critical medical requirements. This scheme extends to employee’s spouses, children, siblings under the guardianship of the employee and parents of unmarried employees. over 175 employees have benefitted.

Randaru Scholarships - the children of the employees are also entitled to receive a scholarship from Brandix for excellence at the Grade 5 Scholarship, Ordinary Level examination and University education. Recipients benefitting under the latter will continue to receive the scholarship throughout their university education.

Counselling & Mental Wellbeing - as the pandemic continued to evolve, it brought additional stressors related to mental and psychological wellbeing to the forefront and as such, supporting the employee’s mental wellbeing was a key focus area. The Counselling team developed and mobilised a crisis contact mechanism, with Counsellors assigned to be on call 24/7 along with other wellbeing activities for employees.

In summary, the organization listen and engage with employees through Routine Engagement Mechanism, by conducting Great Place to Work survey, Employee satisfaction surveys, Performance reviews, skip level meetings and skip level meetings happen throughout the year, T&D activities, open door policy at all management levels, Employee Council meetings, Intranet communications through Brandnet, Success Factors, email communications and Social Media. Also matters such as Remuneration & benefits, Career development, Training & Development, Engagement opportunities, Safety & Wellbeing, Diversity & Inclusion, Recognition & Rewards, Long-term job stability are key priorities followed by HRM and this leads to employee job satisfaction and motivation (Brandix 2021).

According to Raharjo et al., (2014) said that training has a close relationship with motivation. The provision of training affects employee motivation, because after participating in the training, employees have skills and are skilled in doing tasks given by the organization with a heavier task weight, so that employee attitudes are better at accepting tasks and are enthusiastic in doing tasks. Cheema, Shujaat and Alam (2014) states that training can motivate workers to commitment and that motivation will lead to higher retention (Darmawan et al., 2017).

 

Reference List: 

Brandix Lanka Limited Sustainability Report 2020-2021.[Online]. Available  at:.https://brandix.com/images/brandix-sustainability-report-2020-21.pdf [Accessed on 27 November 2022].

Darmawan, Y. Y., Supartha, W. G., & Rahyuda, A. G. (2017). Pengaruh Pelatihan terhadap Motivasi Kerja dan Kinerja di Prama Sanur Beach-Bali. 6(3), 1265–1290.

Raharjo, R. P., Hamid, D., & Prasetya. (2014). Pengaruh Pelatihan terhadap Motivasi Kerja dan Kinerja Pegawai (Studi Pada Pegawai Balai Besar Pelatihan Pertanian (BBPP) Ketindan Lawang). Jurnal Administrasi Bisnis S1 Universitas Brawijaya, 15(2), 84788.

EMPLOYEE MOTIVATION - MASLOW’S HIERARCHY OF NEED THEORY

Mullins, (2002) explains that Maslow’s theory was initially published in 1943 and popularised in the early 1950s. It was basically a theory of individual development and motivation. The fact that it was premised on individual development, suggest that it focuses on individual differences. The starting point in this theory is that people are wanting beings. They always want more and what they want depends on what they already have. He suggested that human needs are arranged in a series of levels, or a hierarchy of importance. The same needs can be satisfied by a number of goals. In 1954, Maslow postulated and developed the needs theory into a hierarchy (Jonas et al.2016).

Armstrong, (2009) further explains that the underpinning philosophy is that, an unsatisfied need creates tension and a state of disequilibrium. He further adds the dimension of goals into the theory. Such goals would lead to stability and equilibrium once a goal is achieved. All behaviour therefore is guided by needs (Jonas et al.2016).

Armstrong, (2009), concedes that Maslow’s Hierarchy of needs theory has an intuitive appeal and has been very useful and influential in the field of motivation. It being one of the first theories has attracted a lot of attention, either in support of or against it. He goes on to explain that, different people have different needs and it is too rigid and simplistic to fully cater for the dynamic nature of human beings (Jonas et al.2016).

Maslow suggested five categories of needs as shown in the diagram (Jonas et al.2016):

Physiological needs:
Robins and Coulter (2009), advise that in order to satisfy physiological needs, the organisation may ensure a level pay that enables a person to buy food and clothing and have adequate housing. James and George (2011) who argue that managers must determine which needs employees are trying to satisfy and ensure that individuals receive rewards that are commensurate with their needs.

Safety needs:
James and George (2011) further suggest the provision of job security, adequate medical benefits and safe working conditions as other ways of satisfying safety needs. It is also important to assure continuity and job security for all employees, especially taking contract workers on board when the opportunity arises.

Social needs:
Mullins (2002), suggest that creating and promoting good interpersonal relations, friendly supervision, professional assessment, corporate identity and social interaction go a long way in satisfying the need to belong.

Self-esteem needs:
Stoner, et al (2001) suggests promotions, recognition of performance, respect and giving credit as some ways of satisfying self- esteem needs.

Self-actualisation needs:
Satisfying self-actualisation needs, according to Mullins, (2002) entails giving employees the opportunity to use their skills and abilities to the fullest extent possible and becoming all, they can be.

In the below quick business performance tip, we review Maslow's Hierarchy of needs and review the intersection of human motivation and business success. 

(Source: Maslow's Hierarchy of Needs in Business, 2020) 

Implementation of Maslow’s Hierarchy of Need Theory in the organization:

I worked in a multinational Consumer electronics organization, in the organization most of the employees were demotivated due to an autocratic leadership and employee voice was never heard or respected, new recruitment's were done on contract basis hence this effected job security factor, lack of team entertainment and social interaction, low employee remunerations, increments and promotions, no recognition or job appreciation, hence this led to employee frustration, lack of job satisfaction and as a result staff turnover was very high.

Based on Maslow’s Hierarchy of Need Theory, the following motivation factors are recommended in the organization,

1. Once a month one-on-one employee chats with the HOD and hear to their needs and suggestions.
2. Introduce an ‘employee care social welfare fund’ where employees feel safe at times of natural disasters (eg: covering expenses during covid, floods, landslides…etc), economic crisis (living expenses schemes).
3. Employee social activity calendar (eg: conduct a monthly TGIF, employee dress down day, annual trip, health and fitness memberships, monthly employee’s birthday celebrations at office, team lunch outs, special achievements celebrations, special hallmark days celebrations)
4. Rewards and recognition (eg: best employee of the month, work anniversary gift pack, Thank you acknowledgment all staff email from MD on exceptional employee performance, on time promotions and increments based on KPI achievements).
5. Individual employee training to achieve their career goals in life (eg: sponsoring an academy level education in a reputed education institute, regional offices workshops and forums...etc).

Abraham Maslow’s hierarchy of needs theory is still important and relevant in today’s business organizations, for every organization that seek to obtain success and excellence, any attempt to shy away from practical application of the hierarchy of needs theory, will affect negatively the  organizational culture, human resource management and the employee’s performance, to achieve organizational excellence and create good atmosphere, better work environment and achieve target at the right time then a drive and application of the theory is paramount (Jerome 2013).

 

Reference List: 

Armstrong M. (2009) A Handbook of Human Resource Management Practice: Kogan Page, London.

Bateman T. S. and Snell S. A. (2011) Management: McGraw-Hill, Irwin Cook C.W. Hunsaker, P. L. and Coffey R. E. (1997) Management and Organizational Behaviour: Irwin McGraw- Hill.

Jerome.N.Dr (2013) Application of the Maslow’s hierarchy of need theory; impacts and implications on organizational culture, human resource and employee’s performance. International Journal of Business and Management Invention ISSN (Online): 2319 – 8028, ISSN (Print): 2319 – 801X www.ijbmi.org Volume 2 Issue 3 ǁ March. 2013ǁ PP.39-45.

Jonas J. and Polytechnic M. (2016) Making practical use of Maslow’s Hierarchy of Needs theory to motivate employees. a case of Masvingo Polytechnic. Journal of Management and Administration. pp.105-116.

Maslow's Hierarchy of Needs in Business (2020) [Video].Available from  https://www.youtube.com/watch?v=H8AAx2Ru-n4&list=PPSV [Accessed on 29 November 2022]

Robins S.P. and Coulter M. (2009) Management: Pearson Prentice Hall, USA.

Senyucel Z. (2009) Managing the Human Resource in the 21st Century: Senyucel and Ventus Publishers.

Stonner J. A. F. Freeman R. E. Gilbert D.R. (2001) Management: Prentice Hall London.

EMPLOYEE TRAINING EVALUATION MODEL

Kirkpatrick’s Four-Level Model

One of the most well-known and widely used evaluation models for training and development programs is the four-level evaluation model by Donald Kirkpatrick. Introduced in 1959, it has stood the test of critical review, gaining support over time to be one of the most widely accepted and influential models (Phillips, 2003b). Kirkpatrick formed a logical framework to examine results and impact from both individual and organizational performance perspectives (Setaro, 2001).

Kirkpatrick contends that training can be evaluated using four criteria or levels of evaluation: reaction, learning, job performance, and organizational impact (Kirkpatrick & Kirkpatrick, 2006). Each of these levels have different emphases and are described based on Kirkpatrick & Kirkpatrick (2006):

The reaction level determines the level of satisfaction of the participants or how they feel about the training program. Assessing how engaged the participant were, how they contributed, and how they responded assists evaluators to recognize how well the participants perceive the training program.

The learning level measures the level to of knowledge, skills, and values acquired by the participants from the program. This level measures what the participants think they will be able to perform the expected change, how assured they are that they can perform it, and how driven they are to perform it.

The behaviour level ascertains the changes in the behaviours of the participants in the work environment as a result of the program. The measurement of this level is an activity that should occur over weeks or months following the inputs that the participants received from the training program.

The impact level examines the institutional outcomes that demonstrate a good return on investment and can be attributed to the training program. Considering the institutional outcomes, a task that can be challenging is to design a method to evaluate these outcomes which are long term in nature.

 Importance of the Kirkpatrick Model:

• At Level 1, the focus is on the learner’s reactions to the program. The measurement instruments request comments about the training content, materials, instructors, facilities, delivery methods, etc. (Kirkpatrick, 1959a; Kirkpatrick & Kirkpatrick, 2005, 2006). This is important because positive reactions to a training program may encourage employees to attend future programs. In contrast, negative comments about the program may discourage learners from attending and/or completing the program. Both the positive and negative comments can be used to modify the program and to ensure organizational support for the training program (Reio et al., 2017). Kirkpatrick stresses that many organizations and HRD professionals are overlooking the importance of Level 1 evaluation (Kirkpatrick, 1959a; Kirkpatrick & Kirkpatrick, 2005, 2006).

• Level 2 is content evaluation, the examination of what employees learned as a result of participating in the training program (Reio et al., 2017). Kirkpatrick defined learning “as the extent to which participants change attitudes, improve knowledge, and/or increase skill as a result of attending the program (Kirkpatrick & Kirkpatrick, 2006, p. 22). Level 2 evaluations remain the most popular level used to evaluate training programs (Bersin, 2003).

• Level 3 measures employees’ job performance by determining the extent to which employees apply their newly acquired knowledge and skills on the job (Kirkpatrick, 1960a). This level of evaluation is critical, as it addresses the issue of learning transfer. If employees do not apply what they learned to their job, the training effort cannot have an impact on the organizational results (Level 4). No final results can be expected unless a positive change in behavior (performance) occurs (Reio et al., 2017). Kirkpatrick and Kirkpatrick (2006) noted that the evaluation of behavior is more complicated, difficult, and time-consuming than the reaction and learning evaluations, Levels 1 and 2.

• At Level 4, organizations seek business results for their training efforts. At this level,  organizations attempt to measure actual organizational changes due to training, and place a monetary and/or numerical value on those changes (Reio et al., 2017). Programs that target increased sales, reduced accidents, lowered turnover, decreased costs, or increased production can often be evaluated in terms of results (Kirkpatrick & Kirkpatrick, 2005, 2006).

By analyzing each of these four levels, a trainer can gain a thorough understanding of how effective the training was and how it can be improved in the future.

Implementation of the Kirkpatrick Model in the organization:

I worked at a leading international advertising agency and a key area focused in the organization HRD was employee training and development. On a monthly basis internal workshops as well as online LMS training sessions were conducted for employees, but at most times there was no such training evaluation model followed by the organization HRD, therefore I suggest the Kirkpatrick Model is a perfect model to follow.

The following Adaptation of Kirkpatrick’s model of evaluation of training programmes to employees is recommended (Alsalamah, et al., 2021),

Levels	Learning in Training Programmes for employees	Measurement Instruments
Reaction	Trainees’ reaction to trainers, training delivery and training environment	Questionnaire immediately after completion of training
Learning	Direct measures of learning outcomes achieved by trainees (knowledge, skills and attitudes)	Questionnaire immediately after completion of training
Behaviour	Measures of change in performance of trainees after completing training	Questionnaire that includes both open-ended and closed-ended questions, as well as interviews or observations to collect data from trainees and/or their supervisors three months after the completion of the training programme
Results	Personal development, development of leadership skills, effect on job development and effect on client achievement	Interviews with supervisors, conducted three months after the completion of the training programme

Reference List: 

Alsalamah, A.; Callinan, C. Adaptation of Kirkpatrick’s Four-Level Model of Training Criteriato Evaluate Training Programmes for Head Teachers. Educ. Sci. 2021, 11,116. https://doi.org/10.3390/ educsci11030116.

Bersin, J. (2003, June). E-learning analytics. Retrieved September 6, 2006, from http://www.learningcircuits.org/jun2003/bersin.htm

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rded.). San Francisco, CA: Berrett-Koehler Publishers.

Kirkpatrick D. L, & Kirkpatrick J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publication.

Kirkpatrick, D. L. (1960a). Techniques for evaluating training programs: Behavior. American Society for Training and Development Journal, 19, 13-18.

Kirkpatrick, D. L. (1959a). Techniques for evaluating training programs: Reaction. American Society for Training and Development Journal, 18, 3-9.

Phillips, P. P. (2003b). Training evaluation in the public sector. (Doctoral dissertation, The University of Southern Mississippi, 2003). Dissertation Abstract International, A64/09, 215.

Setaro, J. (2001, June). Many happy returns: Calculating e-learning ROI. Retrieved December 6, 2004, from http://www.learningcircuits.org/2001/jun2001/Elearn.ht

Thomas G. Reio, Jr., T. S. Rocco, D. H. Smith, E.Chang (2017). A Critique of Kirkpatrick’s Evaluation Model. New Horizons in Adult Education & Human Resource Development 29(2), pp.35-53.

EMPLOYEE MOTIVATION THEORIES

There are many theories of motivation, and they mostly give a relation or influence the outcomes of employee job satisfaction. There are three main theory categories, namely content theories, process theories and contemporary theories (Saif, Nawaz, Jan & Khan, 2012). These theories include Maslow’s hierarchy of needs, Herzberg’s motivator-hygiene (or two-factor) theory, McGregor’s X and Y Theories and McClelland’s needs theory (Reuben, 2017). Elaborating more on these theories,

1.Maslow’s Hierarchy of Needs

According to Smith & Cronje (1992), the way Maslow’s theory is explained relies on the fact that people want to increase what they want to achieve in life and their needs are prioritized according to their importance. Deriving from the hierarchy of needs by Maslow, content theories of job satisfaction revolve around employees’ needs and the factors that bring them a reasonable degree of satisfaction (Saif et al., 2012). Based on the basic physical, biological, social and psychological needs of human beings, Maslow came up with a five-stage theory that places the needs of the individual in different categories and prioritizes their attainment. These categories, in order of decreasing priority, are: (Reuben, 2017)

• Physiological needs (food, shelter, clothing);
• Safety and security needs (physical protection);
• Social needs (association with others);
• Esteem needs (receiving acknowledgement from others); and
• Self-actualisation needs (the desire for accomplishment or to leave behind a legacy).    

2. Herzberg’s Two-Factor Theory/Motivator-Hygiene

Herzberg’s Two-factor theory, also known as Motivator-Hygiene, emanated from a study conducted among accounts and engineers to determine what makes an individual feel good or bad about their job (Saif et al., 2012). Golshan, Kaswuri, Agashahi and Ismail (2011:12) assert that organizations are increasingly applying Herzberg's theory to create opportunities for "personal growth, enrichment and recognition" among their employees.

3. McGregor’s X and Y Theories

McGregor's (1960) Theory X and Y models categorize employees as belonging to one of two groups based on two sets of assumptions. Theory X assumptions take a negative perspective of people: People can have “an inherent dislike for work and avoid it if possible; because of this, they must be coerced, controlled, directed and threatened with punishment to make them work. They prefer to be directed, avoid responsibility, have little ambition, and want security" (Saif et al. 2012, p.138). Theory Y assumptions take the opposite view: the mental and physical inputs expended at the workplace are equated and par with those rest or play. External factors or any threats from outside may not be the sole influence for exerting effort. Workers or people can exercise caution and discipline to have objectives achieved, but the hunger in their desire to commit to objectives is dependent on how big are the rewards as assigned to that kind of achievement. Under normal circumstances, people can adapt to seek responsibility and not only accept it (Saif et al., 2012, p.1357).

4. McClelland’s Need Achievement Theory

McClelland’s need achievement theory postulates that some people are driven to success through seeking “personal achievement rather than rewards themselves” (Saif et al., 2012, p.1387). This theory is readily applicable to academic environments and explains why some teachers are high achievers, despite the difficulties they face: they set themselves high goals and achieving these goals is what drives them (Reuben, 2017).

The critical factors among the respective motivation theories and the implications for developing and implementing employee retention practices (Sunil, 2004):

• Needs of the Employee - Employees have multiple needs based on their individual, family, and cultural values. In addition, these needs depend on the current and desired economic, political, and social status; career aspiration; the need to balance career, family, education, community, religion, and other factors; and a general feeling of one’s satisfaction with the current and desired state of being.

• Work Environment - Employees want to work in an environment that is productive, respectful, provides a feeling of inclusiveness, and offers friendly setting.

• Responsibilities - Given that one feels competent to perform in a more challenging capacity and has previously demonstrated such competencies, an employee may feel a need to seek additional responsibilities and be rewarded in a fair and equitable manner.

• Supervision - Managers and other leaders more frequently than others feel a need to teach, coach, and develop others. In addition, these individuals would seek to influence the organization’s goals, objectives and the strategies designed to achieve the mission of the organization.

• Fairness and Equity - Employees want to be treated and rewarded in a fair and equitable manner regardless of age, gender, ethnicity, disability, sexual orientation, geographic location, or other similarly defined categories. With increased effort and higher performances employees also expect to be rewarded more significantly than counterparts who provide output at or below the norm. The employee’s effort and performance at a particular level is influenced by her/his individual goals and objectives and which would vary by each individual. An outcome or reward that is perceived to be highly significant and important can result in a higher level of effort and performance by the individual employee.

• Effort - Even though employees may exert higher levels of effort into a position based on a perceived significant reward, this could be a short-term success if the task itself does not challenge or provides satisfaction to the employee.

• Employees’ Development - Employees prefer to function in environments that provide a challenge, offers new learning opportunities, significantly contributes to the organization’s success, offers opportunities for advancement and personal development based on success and demonstrated interest in a particular area.

• Feedback - Individuals prefer to have timely and open feedback from their supervisors. This feedback should be an ongoing process during the year and not limited to formal performance reviews once or twice per year. In addition, the feedback should be from both the employee and the supervisor.

Reference List: 

Golshan, N. M., Kaswuri, A.H., Agashahi, B, Amin, M, & Ismail, W.K.W. Effects of Motivational Factors on Job Satisfaction: An Empirical Study on Malaysian gen-y administrative and Diplomatic Officers 3rd International Conference on Advanced Management Science IPEDR vol 19.

Saif, K.F., Nawaz, A., Jan, A. & Khan, M.I. Synthesizing the theories of job-satisfaction across the cultural/attitudinal dimensions. Interdisciplinary Journal of Contemporary Research in Business, 2012,3 (9): 1382-1396.

Smith, P.J., & Cronje, G.J. Management principles. A Contemporary South African edition. Kenwyn: Juta & ltd, 1992.

Reuben, M. B 2017, ‘Theories of Motivation and Their Application in Organizations: A Risk Analysis’, International Journal of Innovation and Economics Development, vol. 3, issue 3, August, pp. 44-51.

Sunil, R 2004, ‘A Review of Employee Motivation Theories and their Implications for Employee Retention within Organizations’, The Journal of American Academy of Business, Cambridge, September, pp.58-59.

EMPLOYEE TRAINING STRATEGIES AND THEORIES

To meet the current and future challenges of organizations’, training and development assume a wide range of learning actions, ranging from training of the individual for their present tasks and moreover, knowledge sharing to improve the organization horizon and customers service. Which focus on their career development and enrichment, thus expanding individual, group and organizational effectiveness (Niazi, 2011).

The organization must develop their HR to strategic HR, because organizations cannot apply a strategic training plan unless they have a strategic human resource management system in place. In the strategic human resource management literature, strategic training is regarded as a vital way of raising employee efficiency (Richard et al., 2009). HRM is a way of connecting the human resource function with the strategic goals of the organization in order to raise productivity (Bratton, 2003).

As defined by David (2007), the (SWOT) matrix is an important matching technique that enables management to develop strategic SO (strengths-opportunities), WO (weaknesses-opportunities), ST (strengths-threats), and WT (weaknesses-threats) solutions. Matching important external and internal factors is the most difficult aspect of creating a SWOT matrix and requires wise judgment. According to Pealow (2011), SWOT provides a systematic way of pinpointing strengths, weaknesses, opportunities and threats.

The Four Strategic Solutions Based on SWOT Matrix are:

1. The strengths and opportunities (SO) solution. It focuses on internal strengths to take advantage of available opportunities in the organization.
2. The strengths and threats (ST) solution. It examines internal strengths to reduce the effect of external threats.
3. The weaknesses and opportunities (WO) solution. It focuses on opportunities to help deal with internal weaknesses.
4. The weaknesses and threats (WT) solution. It minimizes weaknesses and avoids external threats, which negatively affect the organization progress (David, 2007).

Using these four SWOT solutions will give organizations a more obvious understanding of their situation and enable them to plan effectively. Given the external (threats and opportunities) and the internal environment (weaknesses and strengths), the information garnered from this analysis can be used to create a more effective strategic framework for the organization, department and team (Norton et al., 2008).

Training Strategies:

Bahlis and Tourville (2005) presented six different strategies that can enhance a training program’s overall effectiveness during the front-end planning stage. The strategies are as follows,

1. Align Training with Mission Goals
2. Improve Employee’s Performance
3. Reduce Time to Competency
4. Choose the Correct Combination of Delivery Options
5. Consider Internal Versus External Options
6. Duplicate Effective Training Programs and Identify Issues

The first three strategies focus on increasing the benefit and value of training programs, while the other three are concerned with lowering training costs (Milhem et al. 2014).

Training Theories:

1. Situated Learning or Cognition:

According to Anderson et al. (1996), situated learning is based on situations in which trainees are involved on a regular basis.

2. Constructivism and Experiential Learning Theory:

A constructivist learning perspective implies that knowledge and skills can be improved in different ways without necessarily any one ideal solution (Jonassen, 1991). 

The multidisciplinary theory of experiential learning is, to a great extent, based on constructivism and uses psychology, philosophy, sociology, anthropology, and cognitive sciences to gain a greater insight into the learning process (Carver, 1996).

3. Transformative Learning Theory:

Transformative learning in combination with scenistic methods enables and encourages trainees to participate actively in shaping the content and application of learning activities, and many will accept possibility of being empowered and actively involved in decision making (Milhem et al. 2014).

4. Action Theory:

As described by Michael Frese (2007), action theory attempts to explain how learning is regulated and how people can change their behavior to dynamically meet objectives in normal and/or unusual situations.

As explained above, it is clear that the importance of developing training program in parallel with organization strategy to achieve the desired objective of training program, in addition to that training theories may help professional to adopt the right approach of training (Milhem et al. 2014).

Reference List: 

Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25 (4), 5-11.

Bahlis, J., & Tourville, S. J. (2005). Where training resources should be allocated. Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2124, 1 of 11.

Bratton J. (Eds.). (2003). Strategic human resource management, Theory and Practice (Second edition ed.). USA, North America.

Carver, R. (1996). Theory for practice: A framework for thinking about experiential education. Journal of Experiential Education, 19 (1), 8-13.

David, F. R. (2007). Strategic management: Concepts & cases. Prentice Hall. New York. 11th Edition.

Jonassen, D. H. (1991). Evaluating constructivist thinking. Educational Technology, 31 (9), 28-33.

Milhem, H.A, M.N.P.A 2014, Journal of Accounting – Business & Management vol. 21 no.1 pp.12-26.

 Niazi, A. (2011). Training and development strategy and it’s role in organizational performance. MS Scholar, Iqra University Islamabad Campus, Pakistan, Journal of Public Administration and Governance. ISSN 2161-7104.

Norton, D. P., Barrows Jr., & Edward A. (2008). Developing the strategy: Vision, value gaps, and analysis. Harvard Business School Publishing, USA , Jan 01.

Pealow, J. (2011). Strategy/SWOT matrix tool. Retrieved on March 1, from:  http://www.amces.com/files/Strategy-SWOT%20Matrix%20 Tool.doc.

Richard P. J., Devinney T. M., Yip G.S., & Johnson G. (2009). Measuring organizational performance: Towards methodological best practice. Journal Management, 35 (3), 718-804.

METHODS OF EMPLOYEE TRAINING AND MOTIVATION

Core Training Methods

The below 13 training methods were findings from an integrative literature review (Callahan, 2010; Torraco, 2005) of training methods.

Training method	Definition
Case study	Provides the participants an opportunity to develop skills by presenting a problem, without a solution, for them to solve, or with a solution, as an exemplar of how to solve it.
Games-based training	Trainees compete in a series of decision-making tasks which allows them to explore a variety of strategic alternatives and experience the   consequences which affect the other players, but with without risk to the individuals or the organization.
Internship	Involves supervised, practical training while on the job where the trainee is permitted to work in the position for which they are training, but with some restrictions and with substantially less pay or no pay.
Job rotation	Involves training for a job by working in the job for a limited duration, while still maintaining the original job.
Job shadowing	Involves a trainee closely observing someone perform a specific job in the natural job environment for the purpose of witnessing first-hand the details of the job.
Lecture	Involves the dissemination of training material by a trainer to a group of trainees, by means of verbal instruction.
Mentoring and apprenticeship	Involves a one-on-one partnership between a novice employee with a senior employee. Mentorship aims to provide support and guidance to less experienced employees whereas apprenticeship is for the development of job skills.
Programmed instruction	Involves the delivery of training through instruction that is delivered by a program via some electronic device without the presence of an instructor; the electronic device can be a computer, DVD player, CD player, etc.
Role-modeling	Involves the live presentation of skill(s) to an audience of trainees.
Role play	Requires trainees to assume a character and act out the role in a make-believe scenario or series of scenarios; learning comes by way of reflection on the play.
Simulation	Involves the use of a simulator where specific skills are developed through repeated practice with a multisensory experience of imitated conditions. A special form of simulation training is Virtual Reality Training which entails total sensory immersion.
Stimulus-based training	Using some type of stimulus (i.e., music, works of art, narratives, etc.) to motivate the learner to learn. The training induces a state of being (e.g., relaxation or awareness) in the participants to achieve learning.
Team-training	Intended exclusively for groups of individuals that behave interactively, to either improve mutual knowledge within a team or to train the team on a team-specific skill.

As explained in the above table, organizations can identify the most suitable training method(s) which are appropriate for the employees.

Motivation methods

The rewards system of an organization play an important role in maintaining and building the commitment among employees that assure a high standard of performance and workforce retention (Wang, 2004; Young et al., 1998). While Catanzaro (2001) described the effects of rewards over employee motivation, he stated that reward has a deep effect over employee motivation.

The rewards included a blend of extrinsic (like performance pay) and intrinsic (like praise) rewards. (International Journal of Human Resource Studies, 2012)

Extrinsic Rewards:

According to Mottaz (1988) extrinsic rewards are those that result from extrinsic, non-job-related factors. Social rewards (helpful, friendly and supportive co-workers and considerate supervisors) are those that are derived from interaction with others on the job; while organizational rewards (working conditions, pay satisfaction, benefits, and promotional opportunities) are those that are provided by the organization and are aimed at motivating performance and maintaining membership.

Intrinsic Rewards:

Intrinsic rewards more focus on certainty and feeling of fairness in addition to other non-compensatory rewards system. Employees have a sense of achievement when performing a task that is recognized by others to be a contribution to the goals or mission of the organization (Lawler, 1986).

According to the above diagram, (Aamir et.al, 2012)

1. Motivation of employees are directly associated with rewards.
2. Higher Extrinsic rewards lead to higher employee’s motivation.
3. Higher Intrinsic rewards lead to higher employee’s motivation.

Training and Motivation methods’ in an organization:

I worked in a leading international advertising agency in Colombo and one of the organizations HRM key pillar’s was Employee training and motivation. Following are few methods the agency followed,

Training:

1. For each business unit an annual training calendar was put in place and based on that team training was done thought the year (internally and externally).
2. By identifying employee individual skills and development in the assigned job role, person specific training and coaching sessions were done (internally and externally- eg: sponsoring an academy level education in a reputed education institute).
3. Foreign training opportunities were offered (eg: employees got an opportunity to attend global advertising forums, regional offices workshops).
4. Internship opportunities with pay allowance (eg: conducting master class sessions for school levers – 3 months course/internship programme and based on performance opportunities to work in the agency).

Motivation:

1. Instant reward schemes for employees (eg: after a client pitch the team who worked on it gets a paid leave, if the pitch is won the team gets a cash incentive).
2. Employee promotions and increments (eg: based on performance twice a year promotions and increments are offered - if an employee get promoted with increment in the beginning of the year, again he/she gets an increment mid-year as well along with the appraisal/evaluation score).
3. Employee work anniversary rewards (eg: for each year an employee complete a customized merchandise is gifted and after the 10th year once in 5 years a gold coin is gifted).
4. Monthly Employee birthday celebrations (eg: once a month the monthly birthday employee have high team with the Managing Director and gifts are give my him, also a TGIF is organized by HR and the months birthdays are celebrated at office with all employees).
5. Bonuses (festival bonuses are given twice a year).
6. ‘Thank you’ Acknowledgment all staff email from the MD (on a monthly basis an email is circulated by the company MD recognizing all employees who had extremely performed during the month).

A nature as such in an organization leads to high employee motivation.

 

Reference List: 

Aamir, JK, AR, OMM 2012, ‘Compensation Methods and Employees’ Motivation’, International Journal of Human Resource Studies, Vol. 2, No. 3, pp.226-228. 

Callahan, J. L. (2010). Constructing a manuscript: Distinguishing integrative literature reviews and conceptual and theory articles. Human Resource Development Review, 9, 300-304.

Catanzaro, TE (2001). 'Compensation & Motivation'. Journal of Veterinary Emergency and Critical Care, 11, 62-65.

Mottaz, C.J. 1988 „Determinants of Organizational Commitment‟, Human Relations, 41(6): 467–482.

Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4, 356-367.

Wang, Y. (2004) Observations on the Organizational Commitment of Chinese Employees: Comparative Studies of State-Owned Enterprises and Foreign-Invested Enterprises‟,The International Journal of Human Resource Management, 15(4/5): 649–64.