Perceptions of Delivering Training Competency among Pakistani Practitioners
NaseemSaeedSherwani, Ph.D.
Edgar Yoder,
William J. Rothwell,
The Pennsylvania State University,
University Park, PA, USA
Abstract
The research paper investigated the Pakistani Workplace Learning and Performance (WLP) practitioners’perceptions of the evolving importance of delivering training in the workplace. By focusing on themes and the contents of designing, delivering and improving training, this research illuminated gaps in current knowledge and need for future improvements with respect to occupational expertise. Looking at the context of the growing formal workforce in Pakistan offers insights into the demographic and technological shifts occurring in the economies of the developing world. Forty WLP practitioners volunteered to respond to a paper-pencil based survey using convenience and snow-balling sampling approaches. This study employed inferential statistics to identify the differences in perceptions of practitioners regarding the current and future importance of selected delivering training competencies. The results of this study suggested that degree of engagement in knowledge and actions areas in delivering training would be sufficient for predicting the development of a skillful workforce. Very little empirical research had been done to connect delivering training in knowledge and actions areas. Despite possible sampling bias, this researchbridged the information gap by examining the relationship between perceptions of Pakistani practitioners regarding the current and future importance of delivering training competency.
Keywords- Delivering Training, Workplace Learning, Performance, Technology, Knowledge, Actions, competencies
Paper type: Research paper
Introduction
Delivering training is one of the most pronounced areas of interest in Workplace Learning and Performance (Bernthal, Colteryahn, Davis, Naughton, Rothwell and Wellins, 2004). Delivering training has the overarching goals of upgrading and retaining the existing global workforce. Especially in developing countries problems such as outdated skills have made majority of the workforce more vulnerable to economic challenges (International Labour Organization, 2003). Improving methods for delivering training may equip individuals with the skills that are in demand so that people have greater access to job opportunities. Normally, in the field of workplace learning and performance, delivering training has been considered a simple task of delivering instructions. Looking at the other disciplines of Adult Learning, Instructional Methods, and Performance Systems, though, gives delivering training a new dimension of complexity. These knowledge areas have largely been neglected by the practitioners in workplaces outside the economies of developed nations. In particular, Pakistani managers, trainers, and executives have indicated that the most important skills to gain relate to delivering training (Labor and Manpower Division, 1998; 2008).
Although India has made impressive inroads into the global economy, its neighbor to the northeast, Pakistan, has occupied a more tenuous position in the world. Pakistan is a highly populated country of 155.8 million and ranks 139th out of 179 countries of the world on the Index of Human Resource Development (HDI) by the United Nations (UNDP, 2008). The Human Development Index looks beyond gross domestic product to a broader range of well-being. However, economic development is necessary to address the pressing political and social concerns that have tarnished Pakistan’s image on the world stage. In order to improve the standard of living in Pakistan, the workforce must be developed for the jobs that are in demand.
The American Society for Training and Development (ASTD) has developed a competency model (Bernthal, et al 2004) that conveys important knowledge areas for delivering training. According to ASTD, delivering training is not just delivering instructions, but also encompasses a wide variety of knowledge areas (e.g., adult learning theories, instructional design theory and methods, delivery options such as online learning, classroom training and print media, learning technologies and support systems). Further, delivering training requires several key action areas to communicate effectively, (e.g., preparation for training delivery, alignments of learning solutions with course objectives and learner needs, conveying objectives, and facilitating learning). The expertise of delivering training needs to be generalized to the contexts outside of the United States of America and the developed world.
Today, organizations are continuously facing changing business environments, increasing global competition, and rapid advances in technology. All of those factors impact Pakistan’s economy which requires building a flexible and highly skilled workforce (Long and Smith, 2004). Thus, organizations that provide training and development opportunities to their employees are better able to develop employees’ know-how into a strategic asset.
Training delivering is different than common teaching principles because it is geared towards adult learning environments (Noe, 2002), instructional designs and various instructional methods (Cantor, 2002). Adult learning theories play a key role in delivering training instructions. Cercone (2008) cites in her research a leading scholar, Malcome Knowles (1970), who suggested that activities conducted prior to and during the first session could "greatly affect it" (p. 270). These activities include promotional materials and announcements, activities designed to assess learner needs prior to the event, physical arrangements, and the opening session, including greeting, learning activity overview, introductions, and treatment by the instructor. More recently, adult educators are recognizing that these factors in the learning environment relate to psychological, social and cultural conditions and exert a powerful influence on the growth and development of learners (Hiemstra, 1991).
Due to globally expanding, knowledge-driven economies, diverse skills, such as the ability to train new or existing employees (Sloman, 2007) have become more crucial. A need exists to think deeply about the current training practices and training career anchors. A 2004 research study interviewed 540 managers, and a questionnaire measured the relative importance of individual career anchors. The study found that younger managers were more oriented towards their own skills and what they could contribute, while older managers were more inclined to be aware of the limitations of their roles in the organization. The study stressed that the difference between the younger and older managers’ perceptions of their careers is something which the trainer needs to consider. Also significant to the trainer was how similar male and female managers were in their perceptions of their career anchors (Kniveton, 2004).
Technology is ubiquitous in the field of workplace learning – in the context of delivering training and learning it cannot be ignored. Learners are exposed to the superior quality products of advance technologies such as ipods, web-based applications, and social networking tools in other fields around them. Therefore, current training delivery practices demands relevance with today's multidimensional digital age. Although scholars have investigated training studies, mostly in the health, business and manufacturing sectors, they do not address delivering training as a subset of workplace initiatives. Current research will highlight a specific area of expertise for WLP practitioners as specified by the ASTD. This approach will bridge the knowledge gap of the importance of practitioners’ perceptions about various aspects of delivering training. The background research will help to determine that the theoretical framework of delivering training developed for the USA can also be applied to a developing economy.
Like other countries around the world, Pakistan is, on the one hand, experiencing extremely high unemployment, elevated costs of living, and high debt. On the other hand, as a developing country, Pakistan faces additional challenges. Whereas- countries such those in Europe and the US are experiencing an influx of immigrants seeking job opportunities (however scarce), in Pakistan_ the reverse is true. The mounting emigration of highly skilled individuals is creating skill shortages. Lack of sophisticated workplace training is contributing to slow economic development of the country inhibits the corporate decision makers in utilization of resources. This phenomenon indicates the importance of delivering training to overcome the skill shortages and to enhance the retention of workers. Insufficient research has focused on delivering training in Pakistan and other developing countries. The current research filled the gap in understanding the perceptions of Pakistani practitioners in terms of their current and predicted future preparedness for performing their jobs.
Literature Review
Delivering training can occur in several ways. Three of the most influential and widely applied forms (Wyrick, 2001) are: Instructor-led training, technology assisted training, and blended learning. Each has benefits and drawbacks. The first and most traditional form of training has the benefit of not requiring much technology but it has a hidden cost of lost productive man-hours. On the contrary, technology-assisted training helps to preserve employee productivity but requires Information Technology (IT) and technical know-how. The blended learning approach “utilizes e- learning and instructor-led training to address the diverse learning needs of all its trainees on a 24/7 basis” (Kapp and McKeague,2002, p. 10). The following sections examine several studies in order to evaluate the attributes of several methods of delivering training. Ultimately, the examination discusses some of their shared characteristics in order to illuminate the complexity of delivering training, particularly in the context of the Pakistani workplace.
Effective training delivery leads to employee job satisfaction, motivation and commitment. A research study examined the responses of 134 employees and lower managers of five large Greek organizations after they completed a training program. The questions asked contained information about employee attitudes towards the training received, as well as their attitudes towards their employers. Results indicated a significant correlation between the employees’ perceived training effectiveness and their commitment, job satisfaction, and motivation (Sahinidis and Bouris, 2008). However, the study examined employee feelings, and it did not take into account their demographic characteristics, which may be important. Findings of this study for managers and especially for professionals are quite significant, given their roles in funding, designing and delivering training interventions. Apparently, training appear to be important to offering training programs to employees, but also the training program content must be perceived as effective and of value to those participating in it. Moreover, the study examined employee attitudes, which appear to be related to a greater or a lesser extent to organizational performance outcomes including, productivity, turnover, and absenteeism.
Organizations undertake learning and development interventions to improve employees’ performance. Delivering training is one of the most important interventions. The demand for professionals in learning and development, especially from smaller financial services, has increased due to downward twisting in the job market. Recruitment specialists want to recruit dedicated training professionals to develop their managers. Companies seek learning and development professionals who offer experience in delivering training in areas such as presentation skills, people management and recruitment and selection. Training professionals are also increasingly being expected to show added value and a strong business understanding in an organization (Bentley, 2006).
The delivery of training has a direct impact on the quality of learning that the employee retains. Suzy Siddons book draws attention of all kinds of trainers
So it is every trainer's responsibility is to provide appropriate training, to the right audience, with the right tools, and in an engaging way. Drawing on a wealth of personal experience, Suzy Siddons provides trainers with practical advice on: - answering the fundamental questions - who, why and what am I training? - gathering vital pre-course information sets achievable objectives, fulfill expectations and avoid logistical glitches - establishing rapport, understanding group dynamics and opening a course successfully - accommodating learning preferences using a range of methods and ensuring your pace, presentation and feedback encourage a learning climate - handling training room crises and difficult customers (Siddons, 2003).
Moreover, delivering training is a multitasking phenomenon and trainers need to be fully equipped with the knowledge areas and actions needed to perform those skills
Knowing more about additional skills like Neuro-linguistic programming (NLP) helps individuals and organizations, whether developing or delivering training and learning solutions. NLP focuses on helping clients to overcome their own self-perceived or subjective problems. It seeks to do this while respecting their own capabilities and wisdom to choose additional goals for the intervention as they learn more about their problems, and to modify and specify those goals further as a result of extended interaction with a therapist However, NLP is therapeutic, and its patterns have also been adapted for use outside of psychotherapy including business communication, management training, sales, sports and interpersonal influences As a personal effectiveness tool, learning to change or adapt limiting beliefs helps managing time more effectively. However, NLP is useful when it becomes part of everyday life and work -- and not just a toolkit to delve into imparting instructions (Yemm, 2006).
In addition to the design and delivery of training instructions itself, the implementation of training can also maximize the efficiency and productivity of employees. Partnerships among organizations lead to better training delivery. For example, Meridian Community College and Rush Health Systems are partners in delivering training focused on Rush's mission statement of hospital-wide commitment to excellence in service management. Rush and MCC have delivered customized classes in areas such as medical billing, leadership management, computer training, admissions administration, and system-wide customer service training (Willis, 2007).
Assessment of training approaches strengthens the program of developing a skilled workforce. For example, the US government successfully used the Assess-Train-Assess (ATA) approach for delivering training on the National Employer Training Programme (NETP), which planned to reduce the number of unskilled workers by offering free, flexible training. The effort could have been undermined by widespread use of unsuitable delivery methods. NETP aimed to cut the number of unskilled workers by 2.4 million by 2010. An earlier IES study established that only 15% of pilot projects for the NETP used ATA (Sheppard, 2005).
The quality in the delivery of programs by maintaining high standards is essential by following best practices. For example, Tanzania recognizes quality assured tertiary qualifications for training at both national and international levels. To ensure registration processes and institutional accreditation for delivering training programmes, the National Council for Technical Education offers awards at appropriate levels. Tanzania National Council for Technical Education is one of the first regulatory bodies in Africa to introduce academic quality standards in tertiary technical institutions. The experience of setting standards and accreditation for delivering training in Tanzania is an example for other countries interested in similar initiatives for professional development. Accreditation and standards instill best practices in education and training to achieve expected results over a period of time. Finally, all key stakeholders make a joint effort to ensure quality in (Manyaga, 2008).
New developments in employee training with the latest technologies are beneficial to the learning organization. For example, by aligning training strategies with corporate goals, continuous learning, training of manufacturer-user, and designing and delivering training are more cost effective. The American Transtech aligns its training with corporate goals. The company trains its managers to hire their own personnel and encourages teamwork participation in its 2-day orientation where company policies and procedures are outlined. S. B. Thomas Inc. adopted 2 types of training in its continuous learning plan - social and technical task training. Its commitment to in-house training and motivation of all employees has proven effective. Goodyear Tire and Rubber Co. initiated a manufacturer-user program with its suppliers. It requires its suppliers to enter into a training agreement when awarding an equipment bid. C&P Telephone Co. implemented accelerated learning and found its costs of one course reduced by 42% (Derouen and Kleiner, 1994).
Delivering training works well to improve knowledge and skills in an environment that is conducive for learning such as social networking.For example, the Staff Development Unit of the University of Birmingham within Birmingham Heartlands Hospital delivered a training course on effective teaching skills. Initially, the course structure allowed many doctors as possible who had an interest in medical teaching could attend and become part of a network sharing. An initial introductory half-day was followed by 13 monthly one-hour lunchtime sessions. Fifty-six doctors attended at least one session and formed a mailing list to receive relevant documents. Of those returning feedback forms, all found the sessions enjoyable and felt they had gained knowledge. The majority felt they had gained in skills and many commented on the value of being able to discuss medical teaching issues with colleagues and the tutors. The network of colleagues continues to meet and is actively involved with developments in the universities undergraduate medical curriculum. This way of delivering training in medical teaching is practical, successful, and contributes to improving a hospital's learning environment (Rawer, Morton, McCulloch, Heyes, and Ryan, 1997).
Managing the learning environment plays a crucial role in delivering training by creating outreach learners. For example, John Matchett Ltd. conducts short training sessions in London sushi bars to change the way executives work and to boost their potential. Sushi-bar learning, from John Matchett Ltd, targets people who do not have time to attend traditional training courses, yet have to develop in order to achieve their goals. Similar sessions are a way of delivering training to people who would not normally receive training. Short learning sessions are often run in the evening, and sometimes they are held during weekends to avoid interrupting the busy patterns of the work day (Anonymous, 2003).
Today, knowledge about learning management systems plays a supportive role for large audiences at diverse locations. For example, Marshall, and Swift/Boeckh, a US-based global player in the insurance world, is using a new learning-management system (LMS) to bring training to insurance agents, underwriters, claims adjusters and contractors across the US. Using Pathlore's LMS, the company delivers training via the Internet to its stakeholders in the insurance industry (Anonymous, 2003).