Exploring the Advantages and Challenges of On-the-Job Training Methods

The provided content discusses various aspects of human resource development, including training and learning methods, organizational values, and workforce competencies. It presents a range of sources, including academic journals and books, that explore the benefits and challenges of different training approaches, such as on-the-job training, e-learning, and simulation-based training. The content also touches on topics like leadership roles, management structures, and industrial policy in low-income countries. Overall, it provides a comprehensive overview of human resource development and its applications in various contexts.

HUMAN RESOURCE DEVELOPMENT

Table of Contents
INTRODUCTION......................................................................................................................1
TASK 1......................................................................................................................................1
Slide 1.....................................................................................................................................1
Slide 2.....................................................................................................................................2
Slide 3.....................................................................................................................................3
Slide 4.....................................................................................................................................4
Slide 5.....................................................................................................................................5
Slide 6.....................................................................................................................................6
Slide 7.....................................................................................................................................7
Slide 8.....................................................................................................................................8
Slide 9.....................................................................................................................................9
Slide 10.................................................................................................................................10
Slide 11.................................................................................................................................11
Slide 12.................................................................................................................................12
TASK 2....................................................................................................................................12
2.1 Training needs for staff at different levels in the organisation.......................................12
2.2 Advantages and disadvantages of training methods will be utilised for the workshops 13
2.3 Plan of training and development workshop..................................................................14
TASK 3....................................................................................................................................15
3.1 Preparation of training evaluation using suitable technique...........................................15
3.2 Carry out an evaluation of a training event....................................................................16
3.3 Evaluation method success review.................................................................................17
TASK 4....................................................................................................................................17
4.1 Role of government in training, development and lifelong learning..............................17
4.2 Explaining how the development of the competency movement has impacted on the
public and private sector organisations................................................................................18
4.3 How contemporary training initiatives of UK government contribute to company’s
human resources development.............................................................................................19
CONCLUSION........................................................................................................................20
REFERENCES.........................................................................................................................21

INTRODUCTION
The concept of human resource development (HRD) mainly emphasise on improving
individuals quality and to make them eligible for their current and potential jobs. The
development of human resource is a broad concepts that comprise several conceptual and
practical findings. The training and development covers a small portion of HRD and plays a
significant role in improving employee’s quality in a company. In the following report,
several learning theories, techniques and the learning curve importance is discussed along
with the adequate transfer of such learning in current job at the work. Here, the company
chosen to discuss the subject is Unilever. The training needs at distinct units of the firm and
several techniques of training as well as their effectiveness is explained in the below paper.
Moreover, the learning and evaluation program is studied in brief and how all the process
work and performed is defined. At last, the government role in the employees training and
development and imparted training actual transfer in the real-world business is discussed at
the end.
TASK 1
Slide 1
1

Slide 2
Learning plays an important role in developing and maintaining the human resource quality
that also affects the productivity and quality of the organisation’s output. The mode of
learning varies from one person to another according to the individual’s capacity. Therefore,
knowledge of different learning theories and learning styles is essential to design and
implement an effective learning event.
2

Slide 3
David Kolb (1974) suggested that there are four learning styles which people follows and an
integrated process of learning takes place involving four stages. When a person progresses
through these four stages of learning cycle effective learning happens (Mobbs, 2017). These
four stages are:
• To have a concrete experience
• To observe and reflect on that experience
• To form abstract concepts (analysis) and generalizations (conclusions)
• To test hypothesis in future situations which results in new experiences
3

Slide 4
Honey and Mumford advocates four different styles of learning as follows:
• Activists learning style: This learning style is followed by people who like to learn by
experience and to face new challenges practically.
• Reflectors learning style: These people are very cautious and like to learn from the
experience of others by collecting information and analysing them to reach any
conclusions.
• Theorist learning style: These people like to formulate new theories from the logical
derivation for learning and solving issues.
• Pragmatics learning style: Pragmatics likes to experiment new ideas and theories by
considering the issues as new challenges.
4

Slide 5
• Kolb uses different words to describe the stages of the learning cycle (concrete experience,
reflective observation, abstract conceptualisation, active experimentation) and four
learning styles (diverging, assimilating, converging, accommodating) as compared to
Honey and Mumford’s learning styles (activists, reflectors, theorists, pragmatics).
• Kolb’s model proposes that learning takes place in a cycle and in stages whereas Honey
and Mumford identified four different and separate learning styles as individual may start
learning in different places or may spend time on one aspect of learning than the others
(Kolb and Kolb, 2005).
5

Slide 6
Learning curve is a graphical representation of the performance of learners which displays
the relationship between the level of competence achieved and the time spent in the learning
process.
6

Slide 7
The learning curve is useful to assess the effectiveness of a learning event or training
program. It also reflects the elements of effective learning and helps to formulate learning
policy. The learning curve is also prominently used in resource requirement planning (Holton
III, Bates and Ruona, 2000).
7

Slide 8
Transfer of learning to the workplace ensures that the knowledge or skills acquired during the
learning process are utilised and applied at the work in a way that improves the level of
performance.
8

Slide 9
Organisations invest time, money and efforts to arrange training and learning program in
order to develop skills of personnel so that competitive advantage can be obtained. Therefore
it is necessary to transfer learning of individuals to workplace. The transfer of learning to the
workplace helps in adding value to the organisation by process improvement which results in
better products and services. The transfer of learning to the workplace ensures proper
utilisation of resources such as funds for training event. Moreover, employees may face
practical obstacles in performing assigned responsibility, for which transfer of learning
helps the employees to come up with the new solutions to face and overcome challenges (Pan
and Yang, 2010).
9

Slide 10
Planning and designing a learning event requires several steps to be undertaken. These are as
follows:
• First step involves to analyse employee performance and behaviour in order to determine
the needs of training.
• Next, designing takes place in which it is required to determine the mode, content and
location of training program.
• In the next step, necessary resources are collected and aligned for the learning process.
• The last step is the implementation after which the performance of learning program is
continually measured through evaluation.
10

Slide 11
The Honey and Mumford learning styles model can be adopted for Unilever which would
help the company in knowing which kind of employees should be selected for which kind of
training. Also, this benefits the company to plan their training sessions in a way that help
them in designing new training program. Moreover, the learning session helps managers in
ensuring that all the employees participate and exchange their learning and own views to help
other people to learn from them (Eraut, 2009).
11

Slide 12
TASK 2
2.1 Training needs for staff at different levels in the organisation
Planning and designing is a practical work that requires some real-life experience and
conceptual knowledge. Moreover, the planning of training and development is not an
exception and requires a complete knowledge of distinct training needs of employees
working at different levels in the organisation. The planner also need to aware about merits,
feasibility and demerits of all the training methods. The staffs working at distinct levels in the
Unilever discharge varied responsibilities. They all play a significant role in achieving the
success and profitability in business. Unilever is a big manufacturing company, which has
three major departments, such as marketing, production and finance and accounting. While
planning the training sessions for staffs working in these units, the planner is required to
assess and monitor individuals training needs separately to design the relevant and productive
session (Billett, 2001). The training needs of departments may be as follows:
Finance and accounting department – Delivering the main function, which lies at the
company’s heart, the department of accounts and finance always required to be efficient not
only for the purpose of streamlining operations of business but for some other goals, like
developing external goodwill and meeting regulatory standards. This department is not
allowed to create delays and make errors and thus, required training sessions for improving
effectiveness in the given areas (Borysowich, 2007).
Marketing department – The employees of marketing team may require training to perform
several activities of marketing, for instance, skills of copywriting to perform PR and
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advertising functions or learning the way to exploit opportunities like social media marketing
and internet. Moreover, the marketing specialists may require a planned development and
training programs for their regular professional development of formal qualification in the
particular field marketing (Burke, 2017).
Production department – The production workers in the Unilever may require in-house
training session to have competitive edge in the present complex business environment. With
an appropriate training the individuals may understand the moulding process concepts to
better adapt with the new production systems and perform in a more effective and logical
manner. Furthermore, the customers at present are sensitive to economy, worker safety and
quality. Therefore, the production employees need to have skills to deliver job on time, in
appropriate budget and through a safe plant. Overall it can be said that the training needs
varied across the departments of company according to responsibility type and duties they
hold (Coffield, 2000).
2.2 Advantages and disadvantages of training methods will be utilised for the workshops
The following training methods will be used by the HR manager of Unilever to impart the
new skills and knowledge to employees:
 The lecture or classroom method – It is one of the most common methods of training, in
which individuals are gather in a classroom where lectures are given by the instructor by
using PowerPoint projector or white board. The advantage of this method is that training
can be given to large number of individuals in a cost effective manner. But the particular
training lacks the laboratory demonstrating and can be monotonous (Duggan, 2014).
 Practical training method or demonstration – A practical field is required in this method
where the techniques or knowledge demonstrated to trainees. To impart training by using
this approach, an environment is created by the organisation where the demonstrating can
be given and trainees can get new skills through observing the demonstration. After
completing the demonstration, the session of question and answer conducted by which
learners are allowed to ask questions and sort out their queries. The particular method is
suitable for the Unilever production department and can boost the intellectual and
interpersonal skills of employees. But this training does not contribute in the individual’s
development for taking decisions on the basis of practical reality (Durham, 2014).
 Case study method – In this method, a situation is provided to trainees and then they ask to
resolve the situations on the basis of some assumptions. The case study method can be
13

applied to any teams or individual. The key advantage of this method for the Unilever is
that it improve the decision making capability of the person and cost effective as well.
However, it may be difficult for the trainer to find out case studies appropriate for all the
department workers. There are more time consume in solving the case studies and hence,
it is not relevant for the short-run training sessions. No one appropriate answer for the
cases, as different people look to given case in different ways (Flynn, 2007).
2.3 Plan of training and development workshop
A systematic training approach is comprised of some sequential stages. It is generally a
rational approach that begins with the identification of organisation aim and finishes at the
point of training program real execution (Hunt, 2013). The training session based on the
above identified needs can be implemented at the workplace of Unilever in the following
manner:
Business aim The Unilever aims to dominate the overall
industry and market by regular innovation,
cost minimisation and effective marketing.
In order to achieve this the organisation
wants to develop a cost effective production
and comprehensive product line (Knowles,
Holton III and Swanson, 2014).
Set up of training need The company determined that the marketing
agents and production workers must be
more efficient, otherwise it would be hard to
achieve the business aim. Therefore, the top
management has decided to undertake two
different training sessions for the given
departments.
Training strategy development A demonstrative training strategy is devised
for the production unit employees about
how the production can be performed in a
cost effective and adequate manner. Also,
the company will adopt lecture method
where the marketing plans and facts will be
explained to agents on PowerPoint
14

presentation. While developing training
strategy the Unilever consider the training
events effectiveness and budget (Kumaran,
2015).
Training program implementation At last, the decided training workshop will
be implemented on due date and place.
TASK 3
3.1 Preparation of training evaluation using suitable technique
Unilever believes in lifelong learning and provide training to employees of all
departments of improving their skills and to transfer or grow new role in the business.
Evaluation is a systematic information assessment regarding training programs to given
meaningful feedback to enhance the overall process effectiveness (Morrison, 2017). It is an
integral section of company’s training event, as supports in defining the instructional program
effectiveness. The evaluation purpose include multiple goals at distinct contexts comprising
instructional materials evaluation, learner’s learning evaluation, training transfer, investment
return, etc. The evaluation objective for the Unilever would be to find out whether the
training session was successfully achieved the goal of enhancing employee’s performance.
The company then will be able to decide whether any further training is needed for the staff
member’s development (Mankin, 2009).
Traditionally, the trainers perform evaluation to assess the overall program
effectiveness by assessing the participants learning outcome. A 360° analysis at Unilever may
require the engagement of five levels of people, i.e. the training manager, line manager,
senior management, learners and trainers. It would be also useful for the organisation to take
adequate level of external evaluator support, who can perform as a coordinator in between all
involved parties. There are many tools that can be utilised for the evaluation of training and
development process. The best methodology is one that must meet all the objectives of
business and aids in workplace learning to improve all manpower performances (Marketing
and sales training, 2017).
The most generally employed evaluation method is by undertaking post-training and
pre-training surveys and then comparing the projected outcomes with the obtained results. In
this regards, a Kirkpatrick’s model can be used that is referred to four level model, which
measure the training session effectiveness. The first one is the level of reaction that shows to
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how much a participant like the overall session and their response in positive or negative
sense. The second is learning that describes how much and what skills, knowledge and
attitude were gained from the executed training program (Needs Analysis: How to determine
training needs, 2015). The third one is behavioural level that shows that change in
employee’s behaviour on their job and what actually did they obtain out of it. The fourth is
results that illustrate whether the training influenced the organisation in positive manner or
not.
In addition to above, a questionnaire can be developed to undertake the evaluation to
identify the actual findings. Hence, the above steps can be included in the questionnaire in
written format and honest reactions can be obtained by the evaluator by making contributors
anonymous forms. It would be beneficial is participants will be permitted to write additional
comments which are uncovered in the questions. The staffs working in the human resource
development unit can manage the complete process and follow-up the questionnaire to collect
the relevant and necessary information (Phillips and Phillips, 2016).
3.2 Carry out an evaluation of a training event
It is the practical step undertaken by the HR executives for the evaluation. The training
evaluation at Unilever conducted in the following manner:
Participants’ reaction and satisfaction – This is the trainer’s immediate assessment. The
trainer observed the trainees immediate reaction and tried to comprehend the overall
effectiveness of training program. The HR executives of Unilever received a good reaction
from the implemented training sessions (Schuller and Watson, 2009).
Knowledge acquisitions – It is one more feedback material by which the HR team measure
the knowledge level of trainees by following the immediate session of questions and answers.
The particular session was much interactive, which was participated by many employees and
provided positive response. Thus, according to Unilever HR team the knowledge acquisition
rate is good.
Behavioural application – It was the aftermath of executed training session. The trainee’s
behaviour and approach at the workplace changes and the overall improvement in their
performances was excellent (Simmering, 2014).
Measurable business improvement – The HR executives observed for two weeks after the
training and determine measurable improvements in the business. The cost of production was
reduced at a noticeable rate due to trained employees of the production unit. Moreover,
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through the marketing agents training, the product sales increased and better feedbacks from
the customers received (Yamnill and McLean, 2001).
Measuring with benchmark – At last the Unilever management company the obtained results
from the training programs by evaluating decided standards. It was the final step, which the
company find impressive. Now the management is on edge of setting new and more
challenging objectives (Sims, 2006).
3.3 Evaluation method success review
The system-based and goal-based approaches are initially utilised in the training
program evaluation. The particular Kirkpatrick model is the most effective framework that
provides the goal-based approach and is grounds on four simple evaluation levels that widely
known as learning, reaction, results and behaviour. The technique is appropriate to evaluate
the degree to which the Unilever training events meet the predetermined goals. In 1996, the
Philips model was developed by introducing the Kirkpatrick’s fifth level as the evaluation of
ROI (Sravani, 2016). The additional level measures the company’s investment return in
training and considers whether the training cost exceed the value of its overall contribution to
the firm. But the return on investment measurement is extremely complex, as require
isolating several components from the external impacts and all data received at this level
should be converted in money values (Wade, 2010).
In addition to the above training evaluation, there is one more model, i.e. CIRO
(Context, Input, Reaction and Outcome) that requires that an analysis of cost-benefit must be
undertaken prior conducting all training sessions to make sure that expenses remain under the
budget. It is argued that the CIRO model includes both Philips and Kirkpatrick in using
improvements projected by the experts to deliver sound procedure that can allow optimum
use of limited resources (Wang and King, 2008).
The important decision of adopting, selecting and modifying training sessions must be
considered through these models and adaptation of any model is depend on the organisation
environment and necessity. The model choice must be compatible with the business
objectives. Thus, after reviewing the above models of training and development evaluation, it
can be recommended that there are several models for the particular evaluation, which serve
distinct purposes. Further, they must be modified as per the requirement of business and
explain the training evaluation purpose with effectiveness (Werner and DeSimone, 2011).
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TASK 4
4.1 Role of government in training, development and lifelong learning
A significant role is played by the government of UK in the private firm’s employees
training and development programs. The training sessions are arranged by the government
through experts to ensure that employees adequately develop and reach maximum standards
of performance. Unilever is a leading organisation of the country and the government must
concern about the company’s internal development. In order to do so that take responsibility
of improving performance according to standard level. Lifelong learning is also considered as
self-motivated learning of the staff members (Aguinis and Kraiger, 2009). The involvement
of government in training can support employees to get knowledge from the working
atmosphere. Further, the company may not be able to make high investment and design the
required facilities of training. In such cases, the organisations are benefited by involvement
and support of the government in the development of their HRM practices (Felstead, Green
and Jewson, 2012).
The government of UK also introduced a “traineeship” programme for the people
belonging to the age group of 16 to 24 who have less years of working experience. It
comprises an essential training period in relation to preparation of work and fair placement
based on the experience quality as well as maths and English coaching for individuals GCSE
grade in these subjects (Sharples, 2000). In order to increase development of individual and
evaluate their needs of training, the UK government has developed a joined up approach with
the job centres, colleges and Whitehall departments and make contract with employers who
can put their contribution into the development and execution of their training programmes
(Hassan, 2007).
4.2 Explaining how the development of the competency movement has impacted on the
public and private sector organisations
Competency refers to the ability to perform any particular job. The declining
international competitiveness and the need for more efficient and effective managers
influenced the competency movement in the UK. The movement helped to examine the
government approach and identify the ideas and techniques associated with the competency.
Many public sector organizations have experienced major changes in their strategic
orientations due to the competency movement (Kelliher and Perrett, 2001). Competency
along with Human resource illustrates how staffing plays an important role to form and
implement strategic changes. One of the most significant impact of the competency
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movement on the public sector is improvement in methodologies of designing and
maintaining managerial evaluation tools. Besides, public sector dedicatedly putting efforts for
developing human resources to keep pace with other business entities (Lee and Chon, 2000).
High performance opportunities come in the way to make standard and consistent output.
Severe competition for the public sector jobs and intense training programs make employees
more competent for the job. Also, the competency movement provides effective
documentation of work and helps in continuous monitoring and maintenance for achievement
of feasible staffing models for long term success of these enterprises (Middlehurst, 2004).
Private sector companies like management consulting firms, banks, technology
companies, manufacturing industries, insurance companies, transportation companies, retail
eating outlets, and many others are also influenced by the competency movement. The
success and development of the competency movement has been reflected through the
widespread use of human resource models by these companies (Schilling and et.al., 2003).
For example, Unilever has introduced the business management degree course for its
managers to improve their working skills for managing businesses more effectively and
efficiently (Morey and et.al., 2002). Moreover, training programs have been designed to
improve leadership skills and global business management skills in order to deal with new
clients in other countries. For maintaining competitive advantages, the private sector accepted
a high competency standard and for this reason they offered gigantic salary figures for the
competent persons. However, during the recession time, it has been observed that
competency standard may be used in favour of firms who are not willing to retain many
employees and they were forced to lose their jobs on the ground of low competency standards
(Park and et.al., 2010).
4.3 How contemporary training initiatives of UK government contribute to company’s human
resources development
The government of UK has introduced the initiatives of training that contribute in the
effective development of manpower for the following reasons:
 The skills funding agency contribution on human resource development is that the HR
executives can send their staffs at the work that matches to their talents and enhance
employee’s performance (Russ-Eft, 2002).
 The agency of skills funding applied to the business innovate skills areas and the
department that execute apprenticeship program.
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 University for the industry also supports in the HRD contribution as the observers forward
look for the uneducated employees or unemployed youth to solve the skills shortage
issues. If the organisation employees lack the required and necessary skills, the
management can allow them to take advance knowledge and talent (Salas and Cannon-
Bowers, 2001).
 The investors in people also add in human resource development as they set the adequate
standard for people management. The program of HRD is associated to program
undertaken by investors in the human resource since 1991. They will make investment in
the firm to maintain the sessions of skills training and development programs.
 The degree of marketing management course will support the Unilever employees to
render excellent and unique customer services (Sambrook, 2003).
 The course of business management is of top level that support the organisation to be
successful and offer services that definitely improve their returns.
CONCLUSION
It can be concluded from the above paper that the human resource development is an
essential practice in today’s world to be undertaken by the company. This has become an
expanded topic that comprises several studies and concepts in relation to the firm’s human
resource. Some few topics included in the HRD are understanding employees learning needs,
different learning styles and theories, ability to develop and plan training events in the
business and meanwhile evaluating the complete procedure and obtaining feedback. One of
the best styles to be adopted by the Unilever has been illustrated in the above content. Also, it
has been identified that a very significant role is played by the UK government in the human
resource development. The country’s government is providing a big support in lifelong
learning, development and training by varied public funded agencies.
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