TRAINING PRACTICES IN IRISH SOFTWARE COMPANIES

Training The Knowledge Worker: Training Practices In Irish Software Companies



Chapter 2: Literature review

Training program is often related to non-monetary and monetary returns such as turnover intention (Pollitt, 2007), return of investment (White, 2008), and customer satisfaction (Pollitt, 2007). Training is a planned, continuous effort by management to improve employee competency levels and organizational performance. It is designed to provide learners with the knowledge and skills needed for their present jobs (Mondy, Noe et al, 1999). In an organizational context, training program is viewed as a strategic human capital management function where it focuses on developing employee competencies to overcome daily problems that may lead to support the development and growth of an organization in future (DeSimone, Werner et al, 2002). Supervisors are viewed as a critical organizational climate factor that affects the credibility of training programs (Blanchard and Thackers, 2007; Noe, 1986, 2005).

As an experienced leader, problem solver and role model at the first level of organizational management (Adair, 1988; Elangovan and Karakowsky, 1999), supervisors are often referred by top management to be involved in designing training programs, such as establishing objectives, selecting suitable trainers, developing lesson plans, selecting program methods and techniques, preparing materials, scheduling the program, as well as conducting training needs analysis (Adair, 1988; Nijman, 2004). Acton and Golden (2003) found that high training benefits are derived by employees of organizations who consult employees with respect to their training, target the training to specific business and job related objectives and carry out a posttraining evaluation process. Rabey (2007) viewed that the supervisor cum trainer would then be more of a change agent, assisting with the diagnosis of the operational processes and then able to assist in the design, training and implementation of new procedures. Furthermore, a competent trainer must be a stimulator of learning and one who uses every situation to inspire thinking, who challenges the status quo (Rabey, 2007).In academic view, the role of supervisor can be seen in few aspects which are the style of supervisor, level of competency, attitude and characteristic towards their client and, academic and intellectual capacity (Moses, 1994; Zubir Skerrit, 1994 and Zhao, 2003; Vroom and Yetton, 2007). Many scholars advocate that welldesigned training programs are important, but they may not achieve the training program objectives if supervisors do not properly practice good communication styles in organizations. For example, the ability of supervisors to openly delivering information about the procedures, content, tasks and objectives of the training program, conducting discussion about tasks that should be learned, giving detailed explanations about the benefits of attending training programs and providing performance feedback is categorized under communication (Harris, Simon et al, 2000; Sisson, 2001).

As a result, it may lead to increased positive individual attitudes and behaviors especially transfer of competency (Tsai and Tai, 2003; Foxon, 1993) and job performance (Chiaburu and Takleab, 2005; Tsai and Tai, 2003). Transfer of competency is often defined as trainees effectively apply the knowledge, skills and abilities that they gain from a ...