EMPLOYEE TRAINING AND DEVELOPMENT

  E motional intelligence (EI) refers broadly to refer skills and/or abilities that enable awareness of the emotional states of oneself and others and the capacity to regulate or use emotions to positively affect role performance. As noted recently by Joseph, Jin, Newman, and O'Boyle (2015), since its introduction in the popular media by Goleman (1995), EI has garnered considerable attention in both mainstream culture and the business world. It “is currently considered a widely accepted practitioner tool for hiring training, leadership development, and team building by the business community” (pg. 298). Despite debates over emotional intelligence as a legitimate construct (see Antonakis, Ashkanasy, & Dasborough, 2009; Locke, 2005; Mayer, Salovey, & Caruso, 2008), human resource practitioners spend considerable resources selecting and training a more emotionally intelligent workforce (Fineman, 2004; Nafukho & Muyia, 2014). Emotional intelligence was first introduced ...

  Training Evaluation Companies are investing millions of dollars in training programs to help gain a competitive advantage. Companies invest in training because learning creates knowledge; often, it is this knowledge that distinguishes successful companies and employees from those who are not. Research summarizing the results of studies that have examined the linkage between training and human resource outcomes (such as attitudes and motivation, behaviors, and human capital), organizational performance outcomes (performance and productivity), or financial outcomes (profits and financial indicators) has found that companies that conduct training are likely to have more positive human resource outcomes and greater performance outcomes (P. Tharenou, A. Saks, and C. Moore, 2007). Training evaluation provides a way to understand the investment that training produces and provides the information needed to improve training (A. Purcell,2000). Training evaluation provides the data ne...

  Factors influencing the training The amount and type of training, as well as the organization of the training function in a company, are influenced by many factors, among them: company size; employee and manager roles; top management’s support for training; the company’s degree of integration of business units; the company’s global presence; business conditions; other HRM practices, including staffing strategies and human resource planning; the extent of unionization; and the amount of involvement in training and development by managers, employees, and human resource staff (R. J. Campbell,1991). Roles that employees and managers The roles that employees and managers have in a company influence the focus of training, development, and learning activity. Traditionally, employees’ roles were to perform their jobs according to the managers’ directions. Employees were not involved in improving the quality of the products or services. However, with the emphasis on the creation of ...

  Develop the Training program Program development means actually assembling the program’s training content and materials. It means choosing the specific content the program will present, as well as designing/choosing the specific instructional methods (lectures, cases, Web-based, and so on) you will use(o Jean Barbette 2013). Training equipment and materials include (for example) iPads, workbooks, lectures, PowerPoint slides, Web- and computer-based activities, course activities, and trainer resources (manuals, for instance). Implementing of training program On-the-job training (OJT) means having a person learn a job by actually doing it. Every employee, from mailroom clerk to CEO, should get on-the-job training when he or she joins a firm. Apprenticeship training is a process by which people become skilled workers, usually through a combination of formal learning and long-term on-the-job training. Many apprenticeships pay well (Wexley and Latham 2012). Figure 3: on the job ...