Paper Example on Training and Organisations

Introduction

The Human Resource Management is tasked with the responsibility of conducting training to help employees understand their duties in an organisation. Training is crucial in ensuring that employees understand their roles and perform assigned tasks as expected. Training of employees further helps them build on their skills and expand knowledge on different areas. It is, therefore, vital for every organisation to have training programs, which enhance employee performance and contributes to the overall success of an organisation.

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Organisations offer mandatory and optional training programs on different topics. Different institutions have different priorities on which training programs to administer first, the programs to be attended by the employees, and the ones that do not necessarily affect employee performance. Mandatory training programs refer to the programs that are deemed very useful to employees and therefore must be administered by employers (Ileana & Simmons, 2008). Compulsory training topics include and not limited to health and safety training, Sexual harassment training, and ethics and compliance training. Mandatory training is, therefore, a legal form of exercise that has to be provided by employers. These pieces of training are also in compliance with State regulation on the operation of organisations. For example, under training on ethics, employees are sensitised on Drug-Free Workplace Act, which ensures that they comply with such regulations. Optional training topics, on the other hand, are those topics that do not necessarily have to be provided by employers. Employees are self-driven, and some topics might not necessarily have to be conducted. The law does not institute optional training topics and employers have the mandate of deciding whether to offer the training or not. These topics include on boarding training, leadership skills training and time management training; on boarding training enables new employees to ensure that they are productive and adjust to the organization quickly. Some companies only offer the orientation training and do not have a series of training as provided by the on boarding training (Chew &Chan, 2008).

The purpose of employer-provided training is to ensure that employees are aware of their roles and ensure that they comply with the rules and regulations that govern an institution. Structured training programs come in handy in providing employees with a consistent experience and knowledge of procedures and policies within an institution including discrimination, safety and administrative responsibilities. Employer-provided training also creates a good relationship and connection between the employer and employees, which ensures that employees are able to raise any concerns that benefit the success of the organization (Lancaster & Milia, 2014).

Employers provide different types of training. They include orientation training, technical and soft skills development training, products and service training, and mandatory training. Orientation training is a type of exercise where new employees are familiarized with the setting of the institution. Orientation training revolves around topics such as organisation's culture, structure and leadership team and corporate policies. Technical skills development training ensures that employees improve their technical skills to keep up with the changing demands of the market. Soft skills development training involves personal attributes that enable an employee to interact with fellow workmates and customers. This type of training is crucial in ensuring that employees can relate well to customers and create a positive perception of the organization. Soft skills development training deals with topics such as communication, leadership, and problem-solving skills, among others (Bartel, 2002). Products and service training is a form of discipline provided by employers to sensitise employees on the products and services that the company offers. The training is beneficial in making employees aware of newly introduced products especially with the increase in competition among various firms. Mandatory training, on the other hand, is a type of training that has to be provided by employers, including safety and state laws, such as sexual harassment that is crucial to the well-being of employees (Lancaster & Milia, 2014).

Some optional topics need to be considered mandatory for certain industries. Leadership skills training, for instance, is useful in ensuring that employees can work without supervision. Some companies do not offer such form of training which adversely affect their performance, since employees have to work under supervision. Employees always work with an aspiration of climbing up the ladder. As such, leadership skills training should be made mandatory, especially in big industries to ensure that employees are up to the task.

Conclusion

In conclusion, it is evident that employee training is essential for the successful operation of an organisation. Employers, therefore, should ensure that their organisations develop training programs that sensitise employees on various aspects. Employees, on the other hand, should be encouraged to attend such training since some may not understand the value or benefits of such training, or how it relates to their performance and career growth. Preparation should also be made compelling and exciting to enhance employee attendance and understanding.

References

Bartel, A. P. (2000). Measuring the employer's return on investments in training: Evidence from the literature. Industrial relations: a journal of economy and society, 39(3), 502-524.

Chew, J., & Chan, C. C. (2008). Human resource practices, organizational commitment and intention to stay. International journal of manpower, 29(6), 503-522.

Ileana Petrescu, A., & Simmons, R. (2008). Human resource management practices and workers' job satisfaction. International Journal of Manpower, 29(7), 651-667.

Lancaster, S., & Milia, L. D. (2014). Organisational support for employee learning. European Journal of Training and Development, 38(7), 642-657. doi:10.1108/ejtd-08-2013-0084