Effects of Training and Development for Working Performance
Introduction
In a dynamic global economy where product and service markets grow and decline, there is continual technological change, and many countries are in a transition from a manufacturing focus for their workforces to a service economy where radically different knowledge and skills are needed. However, the difference between productive labours in the firm that supports the unproductive labor of those who work, however, the latter does not produce revenue. Unproductive labor included people holding public office (including educators), domestic servants, and performing artists. According to Smith, their labor was maintained by revenue from productive labor (Elnaga and Imran 2013).
As noted, the empirical literature on training employees and jobseekers tends to reflect the contemporary state of vocational training in the Kingdom, and there has been significant change through Nitaqat after 2011, and Doroob at this time (2015). There was little overt response from Saudi employers on a situation which resulted in removal of millions of foreign workers and disruption to workplaces, suppliers, and customers. Employee training is now available on demand through Doroob, so that an employer either hires expatriates if permitted under Nitaqat status, or uses Saudis who are apparently achieving competencies, given the four-fold increase in employed women between 2011 and 2013 (Ford 2014). Whilst there is surprisingly little movement in the participation rate, and the unemployment rate for women of 32.5 percent at the end of 2014 (Central Department of Statistics and Information, 2015), improving ‘employed women’ statistics are emerging, given the original very low base. Private sector training standards and quality of curricula and trainee outcomes are the responsibility of Saudi Assessments, a government organization that lists some 70 corporations and not-for-profit organizations as clients on their website (Salas et al., 2012). Their model, ‘occupation, database, networking, and architecture’, was modelled on the United States’ Department of Labor guidelines. The agency has a database of 4,500 occupations and 20,000 job descriptions to match and adapt to employers’ skills needs. Job seekers can also access the database to build job descriptions that match their knowledge and skills. There are three main techniques of training and development that organizations commonly use: information presentation, simulation methods, and on-the-job training. Information presentation is often conducted in a classroom or lecture type setting (Luthans et al., 2010).
Since the technological boom, video instruction has also been a common method for information presentation (Salas et al., 2012). Other information presentation techniques include lectures, literature, interactive multimedia, the Internet, or by systematic observation. Instruction via computer or video has shown to be as effective as traditional classroom instruction. Gouldner (1960) proposed that productivity could be enhanced if employees aligned their objectives with those of the organization, and thus the organization was obliged to modify its aims beyond survival and profit to incorporate values and ethics. It should reflect these values its social environment where employees as individuals could align their separate objectives and values with those of the employer, and which all could ethically pursue (Ford 2014).
Research Aims and Questions
The aim of this research is to find out the importance and impact of training and development on employee performance. However, in order to fulfill this aim, this study investigates general considerations in the field of training through specified reference to employment counsellors trained in employer services:
Do participants achieve the course objective?
Which skills developed and knowledge acquired by participants in training are transferred to the job in HSBC bank?
What is the effect of the training and development in different departments on banking sector?
Methodology
This dissertation will be based on the analysis of how training and development affects the performance of the employees of HSBC bank. In order to do so, the author of this dissertation will employ a systematic questionnaire which will be filled by the employees of HSBC bank. A survey will be conducted in different branches of HSBC in the . It explains the steps for determining validity of the research design. This is followed by a description of the population to be surveyed, selection of a sampling technique, and the procedures for sampling. An ethics statement follows. The survey instrument is then described together with a discussion on validity and reliability of the survey questions, the data collection method, and the reliability of the responses. This also includes the forms of analysis for the data.
Data can be collected from both supervisors and employer clients. In addition, this researcher could have observed and interviewed participants on the job. In fact, data were collected only from program participants. In so doing, one can only assume that the self-reported factors are in fact, the true factors.In order to keep the confidentiality of the participants, the name of the participants of this research will be kept hidden. However, their departments will be analysed and in this way, it will be possible to understand how training and development affects in different departments of banking sector. Once the research is completed, the data collected and analysed in this research will be handed over to the university focal person.
Data Collection and Data Analysis
The data for this research will be collected from trainers and employers of a specified company in which training and development is an active part of the company policy. The data will be collected through questionnaire and it will be analysed. However, the number of participants for this study will be between 100 and 150 depending on the number of filled forms by the participants.
References
Elnaga, A. and Imran, A., 2013. The effect of training on employee performance. European Journal of Business and Management, 5(4), pp.137-147.
Ford, J.K., 2014. Improving training effectiveness in work organizations. Psychology Press.
Gouldner, H.P., 1960. Dimensions of organizational commitment. Administrative Science Quarterly, pp.468-490.
Gruman, J.A. and Saks, A.M., 2011. Performance management and employee engagement. Human Resource Management Review, 21(2), pp.123-136.
Luthans, F., Avey, J.B., Avolio, B.J. and Peterson, S.J., 2010. The development and resulting performance impact of positive psychological capital. Human resource development quarterly, 21(1), pp.41-67.
Saks, A.M., Haccoun, R.R. and Belcourt, M., 2010. Managing performance through training and development. Cengage Learning.
Salas, E., Tannenbaum, S.I., Kraiger, K. and Smith-Jentsch, K.A., 2012. The science of training and development in organizations: What matters in practice. Psychological science in the public interest, 13(2), pp.74-101.
Smith, A., 1776. An Inquiry into the Nature and Causes of the Wealth of Nations, 2 vols. W. Strahan and T. Cadell.[MTG].
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