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.