Management” of an organization in a same point of argument for coping with recent faddy phenomenon. Its (Training & Development) ability to create knowledge and translate It Into skill fosters an organizational performance. Therefore, Investing In training and development ensures high return, theoretically. In contrary, the scenario of real world would be different as a lot of contextual factors involved in training and developing activities that cannot be Judged properly without empirical evidence.
By considering this fact, this project, however, attempts to emphasize the similarities ND dissimilarities between the real practice of training and development and theoretical perspective of viewing training and development. New opportunities and limitations both have been found as a conclusion of data analysis. This paper employs a Judgmental approach to multi level case study in demonstrating a broader perspective of viewing the role of training and development in creating skilled and knowledgeable workforce in an emerging economy.
Introduction: Knowledge and skills of an organization’s workforce have become an Increasingly important Issue among the scholarly quire for their ability to foster organizational references, competitiveness and innovation (Lawyer, Norman & Leotard, 1998; Mortician & Baldwin, 1997). Workplace learning and continuous improvements are now considered as indispensable factors for an organization to remain competitive (Salsas & Cannon-dowers, 2001). Among the all other resources, human resources are most vital one due to their Intangible nature of knowledge, skill and attitude (Wright et al. 1994; Kampuchea, 1996; Mueller, 1996; Barney and Wright, 1998; Basal et al. , 1998; generate competitive advantages that are not perfectly imitable. Thus, business’ long ERM profitability and optimum performance rely on the quality of employees; and training and development perform a key role in increasing the individual and organizational competences through a systematic approach of developing knowledge, skills and attitudes required by employees to meet the Job requirements (Abidjan, 1999).
According to Krieger (2003), successful organizations are thought to invest more in training and development than other organizations due to the fact that training investments will lead to improve the organizational performance or results (Dalzell, 2005; Salsas & Cannon-Bowers, 2001). While training supports developing new skill and knowledge, it does not make sure the applicability of those skill and knowledge in workplace by alone. Baldwin and Ford (1988) conceptualized this phenomenon by the notion of “Transfer of Training” in maintaining and generalizing the skill and knowledge promoted by various learning indicators.
They further considered individual, situational and contextual differences that may prevent or foster effective learning and transfer. Effective and efficient transfer of knowledge and skill from the training session to the workplace require valid transfer channel that can facilitate the optimal outcome. Otherwise, learning will not be translated into performance due to the deviation between self efficacy of trainees from the training session to workplace period. But most of the research conducted in training and development literature overlapped this point of view while discussing about transfer of training.
Focusing on this issue, this paper, however, will attempt to analyze the scenario of real business practice by taking HASH bank as a case study. The HASH Asia Pacific group represents HASH in Bangladesh. HASH opened its first branch in Dacha in 17th December, 1996 to provide personal banking services, read and corporate services, and custody services. The Bank was awarded SISSIES accreditation for its personal and business banking services, which cover trade services, securities and safe custody, corporate banking, Hexagon and all personal banking. HASH has its own training and development centre.
They basically belief that their performance is actually a result of their employees contribution. So, they invest a lot in training and development for accumulating human capital. This project take HASH as a multinational corporation to better understand the role of training ND development in creating knowledgeable and skilled workforce to increase the organizational excellences in a volatile economy. A Judgmental sampling method is used to select a group from the population on the basis of available information thought. Rationale of choosing such type of methodology is underlying upon technique of sampling and low economic involvement.
Interpretative qualitative approach is employed in this project for data analysis. However, as a conclusion it has been found that training and development create knowledgeable and skilled workforce, but under the condition of establishing a strong transmission channels hat ensure the transfer of training from training session to workplace. By considering the role of training transfer in measuring the effectiveness of training to update workforce competency, this paper address the research question: Does training and development create skilled and knowledgeable workforce without ensuring valid transforming mechanism?
Training and Development Literature This section depicts the main issues of training and development from existing literature. In order to do so, training need analysis, transfer of training, training evaluation, development through increasing skill and knowledge, skill and knowledgeable workforce, individual-level outcomes from T & D and organizational- level outcomes from T & D will be discussed rigorously. At the end of this section, new paradigm or dimension would be proposed by addressing the literature gap. 1. Training & Development: Training and development is considered as an indispensable part of today’s business practices as a systematic approach of developing knowledge, skills and attitudes required by employees to meet the Job requirements (Abidjan, 1999). As organizational effectiveness is greatly underlying upon the effectiveness of human sources, Adenine (1995) acknowledged the significant contribution of staff training providing a holistic framework of training which encompasses the main ingredients of training and development.
From the individual’s point of view, training and development act as a supplementary input for employees to be successful in their current positions and for their further career development (Fitzgerald, 1992). In Instructional System Design (SD) model, Goldstein (1986, 1991) argued that training programs should be rationally tied with and progressed from the assessment of organizational task and competencies; and personal needs and requirements for evolving various instructional objectives and strategies through implementing and evaluating the core philosophy of training.
However, questions arose regarding the applicability of Goldstein KIDS model (Deployed, 1997) that highlights the complexity of contextual factors in order to need analysis. Contrary to this, Salsas and Cannon- Bowers (2001) and Krieger (2003) suggest that the components of KIDS model have judged by considerable body of research which demonstrates the powerful influence of various instructional methods over facilitating learning and outcomes to control he manner of organizational training (Brown, 2001; Quinine’s, 1995).
A meta-analysis also focused on attaining training and learning effectiveness through ensuring training need analyses and various design features (e. G. , lecture, audiovisual, simulations, self-instruction) (Arthur, Bennett, Dens and Bell; 2003). There is also a large volume of research focusing on training evaluation and learning criteria. An effective training exerts four levels of outcomes: affective reactions, learning as a means of developing knowledge, skill acquisition through behavioral practice and impact of training on organizational outcomes (Kirkpatrick, 1959).
In the same line of argument; Krieger, Ford, and Salsas (1993) developed more theoretically driven topology by demonstrating the fact that learning outcomes are facilitated by cognitive, behavioral and affective outcomes. They further stressed that effective learning requires self efficacy and motivation to use new skill and knowledge in workplace for better cope with change by adapting certain attitudes. Using meta- analytic techniques, some authors (Liger, Attainment, Bennett, Travel, Scotland; 1997) found a direct linkage between different aspects of learning and training outcomes.
However, there is a growing recognition of transfer problem’ of skill and knowledge from the training session to the workplace. While training supports developing new skill and knowledge, it does not make sure the applicability of those skill and knowledge in workplace by alone. Baldwin and Ford (1988) conceptualized this phenomenon by the notion of “Transfer of Training” in maintaining and generalizing the skill and knowledge promoted by various learning indicators. They further considered individual, situational and contextual differences that may prevent or foster effective learning and transfer.
Baldwin and Ford’s model is supported by empirical evidence suggesting that effective development of skill, knowledge and sense of confidence of these skills highly depends on successive transfer (Ford et al. , 1998; Kowalski et al. , 2001). Besides this, training and development literature has also adopted theories from other disciplines in order to better articulate and explain the learning phenomena in work settings. All of these theories basically underpin the significance of understanding learning processes at work by developing theories and principles of cognitive and instructional psychology tag theory of learning (Smith et al. 1997). Canker and Ackerman (1989) point out the fact of promoting performance while confronting working situation by integrating cognitive and individual differences with goal setting theory. In addition, theory of motivation, such as social cognitive theory (Bandanna’s, 1997) and Goal orientation theory (Decks, 1989) have enormous contribution to realize the purpose, process and time concern of training and development in facilitating individual outcomes by mediating various motivational stages and processes with learning goal and learning outcomes (Chin et al. 2000; Ford et al. , 1998; Kowalski et al. , 2001; Phillips and Gully, 1997; Stevens and Gist, 1997). 1. 2 Role of Training & Development in Creating Skilled & Knowledgeable Workforce: Knowledge and skills of an organization’s workforce have become an increasingly important issue among the scholarly quire for their ability to foster organizational performances, competitiveness and innovation (Lawyer, Norman & Leotard, 1998; Mortician & Baldwin, 1997).
Workplace learning and continuous improvements are now considered as indispensable factors for an organization to remain competitive (Salsas & Cannon-Bowers, 2001). Among the all other resources, human resources are most vital one due to their intangible nature of knowledge, skill and attitude (Wright et al. , 1994; Kampuchea, 1996; Mueller, 1996; Barney and Wright, 1998; Basis et al. , 1998; Lee and Yang, 2000; Olivia and Lieder, 2001; Bollixing and Smith, 2001) and thus can generate competitive advantages that are not perfectly imitable.
By considering this fact, one of the major criterion of training and development is to deal with ongoing rapid change that affects business activities from diverse aspects. Today’s workforce needs more dynamic approach to meet the challenges inherent in 21st century work carriers and organization and therefore employees are required to continuously update their knowledge, skills and work habits (Elgin and Pulaski, 1999). For example, recent information revolution and technological change really affects the Job role of employees at a large scale than before.
These trends also increase the organizational demand of improving the productivity that basically relies on effective and efficient training and development programs (Olympian & 010, 2008). Recognizing the importance of human capital than any other resources, Arbor (2000) postulated that training and development supports the competency model of an organization by improving the technical, human, conceptual and managerial skills needed to function the individual and organizational growth.
Thus training and development would be a continuous process to make sure a healthy, skillful and knowledgeable workforce to reach the different time demand (Lusaka, 2000). Scholars, experts, social scientists and school administrators (Griffin, 1970; Jabbed, 1993; Adenine, 1995; Rookeries, 1999) viewed raining and development as a source of inestimable value in reinforcing the workforce by facilitating the productive capability of workers.
Hence productivity is a fact of efficiency and effectiveness, the main role of training and development is to balance between efficiency and effectiveness in such a way that lead the organizational performance by improving the quality of works, skills, knowledge; understanding attitudes; enhancing the use of tools and machines; reducing waste, accidents, turnover, lateness, absenteeism and other overhead costs; eliminating obsolesce in skills, technologies, methods, products, capital management etc management, training and development is being considered as main activity in order to acquire qualified, flexible and well-prepared employees ( Barter, 1994; Aerogram, 1994; MacDougal & Cochin, 1995) and training and development are also articulated by the arena of knowledge management to achieve the correct running of each stage process of knowledge management (Olivia and Lieder, 2001; Bollixing and Smith, 2001) in creating knowledgeable and skilled workforce. 1. 3 Individual-Level Outcomes from Training & Development: Revolution is the natural phenomenon in this contemporary business world where rapid innovations and the increasing reliance on interdependent work teams require employees to be highly adaptable (Elgin & Pulaski, 1999; Pulaski, Radar, Donovan, & Plafond, 2000).
So organizations are now realizing the need for improving training effectiveness to be competitive. In particular, it is critical to identify which learning outcomes developed during training (e. G. , knowledge, skills, and other characteristics) are most likely to enable employees to effectively adapt to turbulent and unpredictable work environments (Ford, Smith, Wishbone, Gully, & Salsas, 1998; Kowalski et al. , 2001; Salsas & Cannon-Bowers, 2001). Individual learning has a great importance in the individual level outcomes. In this regard Krieger, Ford, and Salsas (1993) have proposed an Individual learning outcomes catalog, involving three types of learning outcomes: (a) knowledge (I. E. Cognitive learning outcomes), (b) skills (I. E. , behavioral learning outcomes), and (c) affect (I. E. , affective and motivational learning outcomes). In line with Krieger et al. ‘s taxonomy, three of the most widely studied individual-level training outcomes are declarative and procedural knowledge (I. E. , information about what and how to do certain trained tasks), skill acquisition (I. E. , capability to actually do certain trained tasks), and self-efficacy (I. E. , belief in one’s capability to accomplish successfully certain trained tasks (Colloquia et al. , 2000; Ford et al. , 1998; Kowalski et al. , 2001). Recently, two individual-level studies (Ford et al. 1998; Kowalski et al. , 2001) tested the extent to which different training outcomes uniquely predict post training adaptive performance. In both studies, declarative knowledge, self-efficacy, and skill acquired during training uniquely and positively predicted post training adaptive performance, even when individual differences (academic ability and goal orientation) and various training and learning strategies (e. G. , self-regulation activity during learning, extent to which the training program was composed of identical elements) were controlled. These results were also corroborated by a recent meta-analysis conducted by Colloquia et al. (2000).
Thus, there is considerable evidence that cognitive, affective, motivational, and behavioral aspects of learning all contribute to individual-level adaptive performance. However, the specific mechanisms linking training outcomes and individual adaptive performance have remained largely unexplored. On the other hand individual level learning aggregates to improved average level of organizational-level human capital, which in turn promotes firm-level performance (Castoff & Bowen, 2000). Similarly, there are plausible arguments that individual level outcome from training and development can have a powerful and beneficial impact on the organization as it ends to create and sustain a learning oriented company climate and culture (Castoff, Snicks, & Attains, 2003).
However, most of the research conducted in training and development literature overlapped this point of view while discussing about transfer of training. Effective and efficient transfer of knowledge that can facilitate the optimal outcome. Hence the degree of interdependency between training and workforce is equally distributed, so both have role to foster the transfer mechanism through integrating their core activities with the organizational objectives. Although some scholars suggested utilizing some motivational instruments for reducing the transfer problem, they only focused to external motivational factors. Therefore, complexity and effectiveness of internal motivational factors in facilitating training transfer would remain unexplored.
