The Importance of

Training and Development

in the

Workplace
Author: M. Louise Walters
Editor: William Griffin
The Leadership Center
912-349-7989
E-mail address: [email protected]
Web site: www.theleadershipcenter.com
Mailing address: 1 Diamond Causeway, Suite 21, PMB 335, Savannah, GA 31406

Copyright © 2011, M Louise Walters

Revised December 14, 2013

 ABOUT THE AUTHORS
inspiring organization and leadership excellence

M. Louise Walters William R. Griffin

PhD Scholar, MMBA, BS, AAS, IOM JD, MMBA, MS, BS
Louise is President and CEO of The Bill is Vice President and minority
Leadership Center, LLC. She is also owner of The Leadership Center.For
majority owner of the woman- the past decade, Bill has worked in
owned firm that is headquartered higher education as a manager and
in Savannah, GA USA. instructor -- he teaches courses in business,
A career executive in the organization management management, law, math and science. He has been
field, Louise provides management of and training to executive director of a national trade association, and
professional societies, trade associations, and has served on boards of directors of nonprofit
foundations as well as various sized Chambers of organizations. Currently he divides his time between
Commerce. She coaches and mentors organization The Leadership Center and teaching at four universities.
executives and staffs as well as leaders in business, Bill’s education includes a Juris Doctor, MS in
government and academia. Management, MS in Environmental Engineering, and BS
As a PhD scholar in Capella University’s School of in Civil Engineering. He has strong analytical and
Public Service Leadership, Louise is working on her writing skills, and he has a reputation as a producer and
Doctorate in Organizational Leadership with an a communicator. On behalf of small businesses, he has
emphasis in nonprofit leadership. Her dissertation provided business plans, market analyses, valuation
topic is: analyses, regulatory analyses, and other services. He
conducted a survey to determine the economic impact
To what extent do characteristics of the of higher education in western South Dakota.
relationship between the CEO and the
board chair impact the nonprofit He has extensive experience in sales and marketing for
organization? professional services firms, especially proposal writing.
He worked in industry and government for three
Louise has three decades of experience as an decades. As an environmental engineer and regulatory
organization executive – as a staff professional and lawyer with many years in the energy industry, he has
as the head of one of the west coast’s top strong skills in sustainability.
association management firms. For the past twenty
years, she has led The Leadership Center and its Bill’s experience includes:
predecessor, the MacWalters Company (a  Leader of the regulatory compliance effort on the
California-based corporation). nation’s largest construction project
 Manager of engineering subcontractor teams as
Louise is an experienced CEO and troubleshooter. On
large as 350 people
behalf of her clients, she provides management
 Manager role in over 100 technical services projects
reviews, strategic visioning, board of directors
 Worker on over 200 proposals for professional
training and staff training.
services contracts (win rate above 50%)
She is a national communications award winner, a  Technical writer, editor, and book project manager
successful advocate for nonprofit groups, and a  Manager during the launch of new organizations
change agent that has performed a number of high (Sales Manager, Project Manager, VP)
profile organization turn-arounds.  VP, General Counsel and Corporate Secretary of a
She has presented to, trained and advised some of successful startup firm
the most prestigious non-profit, governmental,  Experience with governance and corporate boards
educational and business organizations.  Business consultant to small companies
Louise holds a Master’s degree in Management, a  Leader of graduate and undergraduate programs in
Bachelor of Science degree in Legal Studies and an business and management
Associate of Applied Science degree in Legal Studies --  Executive Director and organizer of a new, national
all from National American University. trade association
 Founder of the Center for Business and Economics, a
regional “think tank”
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 3

ABSTRACT

This paper examines various aspects of learning. It discusses justifications for organizational
learning programs. It outlines various ways in which an organization can structure its learning
programs. It details several modes of delivery for learning programs. It recommends a variety
of staff training programs. It recommends that organizations implement a development plan for
each employee. It provides an example of a career development plan for an employee.

Keywords: training, development, education, learning

THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 4

TABLE OF CONTENTS
Page

AUTHOR INFORMATION………………………………………………………………………1
ABSTRACT ................................................................................................................................... 3
LIST OF TABLES ......................................................................................................................... 5
INTRODUCTION ......................................................................................................................... 6
LEARNING: THE UMBRELLA CONCEPT ............................................................................... 6
HAZARDS OF INADEQUATE TRAINING………………………………………………….…7
APPROACHES TO ORGANIZING THE TRAINING AND DEVELOPMENT FUNCTION...7
EXAMPLE OF A REMEDIAL EFFORT ..................................................................................... 9
MODES OF DELIVERY FOR TRAINING PROGRAMS .......................................................... 9
RECOMMENDED TRAINING PLAN: TYPE, WHO, JUSTIFICATION .................................. 9
IMPORTANCE OF DEVELOPMENT PROGRAMS ................................................................ 10
PERSONAL CAREER DEVELOPMENT PLAN ...................................................................... 12
CONCLUSIONS.......................................................................................................................... 13
REFERENCES ............................................................................................................................ 14
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 5

LIST OF TABLES

TABLE 1 SUMMARY OF RECOMMENDATIONS FOR STAFF TRAINING………….11

THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 6

Introduction

Responding to employees’ need for on-going learning is a prudent investment of an

organization’s resources and funds. Unfortunately, all too often, the organization is jam-packed
with other priorities, so learning is relegated to the back seat. Whether you use the terms
“training,” “development,” or “education,” they all mean learning.
In the for-profit world, most organizations realize the importance of training and
development. They are motivated by many factors: competitiveness, need for efficiency, need
for quality, desire to avoid litigation, and others.
In many ways, non-profit organizations are similar to for-profit organizations, but when it
comes to training, they can be worlds apart. Many non-profit organizations have an over-
abundance of program and administrative demands, but on the operational side, there are few (if
any) discretionary dollars -- particularly when it comes to training. This, unfortunately, was true
in almost every non-profit organization with which I worked. None had formal training
programs. At best, training occurred on an ad hoc basis as a need or a crisis arose.
This paper will discuss several points. Training, development and education can be
grouped under an umbrella term, ‘learning.’ Learning programs help individuals grow better
skills. Thus, it is a wise investment for organizations to establish learning programs. There are
many ways that an organization can structure its learning program. Several modes of delivery
can be used by an organization to implement its learning program. HR specialists play an
integral role in establishment of the organization’s learning policy. They determine the type of
learning needed, select the mode for delivering it, deliver of the training and development
modules, and store training records.

Learning: The Umbrella Concept

In his article “‘Learning and Training: Developing the Competent Learner,”’ D.
Robotham suggests grouping training, development, and education under the umbrella of
‘learning.’ “A focus on learning in an organizational context, rather than separate activities of
training, development and education, seems best to this [learning] process” (2003, Robotham).
How, then can organizations develop a learning program if there is currently nothing in
place? Trevor Clawson advances the idea that an organization’s human resources department
should build the case and champion it to top management. “Too many HR and learning
managers are fearful of doing that, but you really do need to go to the top… Once you have
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 7

married staff development to a specific goal, the theory goes, it becomes a lot easier to
demonstrate a return on investment” (2004, Clawson).

Hazards of Inadequate Training

The following is but one example of the impact of inadequate training: the office
photocopier. Every office has one, and many sad tales go along with it. An organization with
which I was associated had one photocopy machine. It was an extremely sophisticated piece of
equipment. It performed many functions including collating, duplexing, stapling, and copying
various sizes of documents onto various sizes and colors of paper stock. With all that
sophistication came sensitivity (i.e., fragility). There was no central duplicating staff for this
organization. Rather, it was the custom that all staff members made their own copies; however,
none of them received training. Invariably, this sensitive machine would jam up ten minutes
before a committee meeting was to begin. Since no one had received training on how to unjam
the copier, several staffers would congregate at the machine, offering suggestions (and, frankly,
getting in the way). This was neither a good use of staff time nor a professional way to function.
Frequently throughout my career, similar scenarios occurred – scenarios that would have
been easily avoided if training had been part of the organizational fabric. About the value of
organizational training, David Robotham of the Leicester Business School of De Montfort
University opines, “Effective learning needs to achieve transference of knowledge from the
artificiality of a training course, to practical application where the trainee adapts acquired
knowledge to the perceived needs of a particular problem or situation” (2003, Robotham).

Approaches to Organizing the Training and Development Function

There are many ways that an organization can meet its training and development needs.
Some organizations centralize the function, often by locating it within the HR department. In
this mode, HR professionals who have a specialty in training and development provide all
training to all company employees. Other organizations centralize the training function, but they
locate it in a training department that does not report to HR.
Some organizations decentralize portions of the training and development function. They
may use their HR or training department to provide centralized training on administrative
procedures (e.g., how to prepare an employee expense report) and policies (e.g., manager
training on sexual harassment). Meanwhile, the organization will provide ‘technical’ training on
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 8

a decentralized basis. For example, if a young attorney is hired into a law firm, most of the
training they receive is on-the-job training provided by their first-line supervisor, usually a senior
attorney.
One of the questions to be answered is ‘Who should train?’ It depends on the
circumstances. It is important to understand that the trainer does not always have to be a human
resources specialist.
Whether training is organized in a centralized or decentralized mode, it is desirable, and
sometimes a legal requirement, to maintain records of employee training. In turn, it is usually
desirable to have the training records kept in a centralized mode. A commonly used approach is
to have someone in the HR department maintain these records, because training records are
usually made a part of the employee’s file (which the HR department maintains for each
employee).
Where does HR management fit into this equation? Essentially, does HR have a low-
level, staff role, or does HR have a high-level, strategic role? Jorge Rufat-Latre discusses the
evolution of human resources departments. “HR departments in many corporations have come
to be little more than service providers – offering basic training and rewarding performance
based on formulas created out of a cookie–cutter process” (2005, Rufat-Latre). Conversely, it is
my opinion that HR should play a high-level, strategic role. If an organization’s learning
function is not working optimally, HR should “lead the charge” to remedy the deficiencies. This
should include the following efforts by HR.
 Communicate with top management and explain the deficiencies
 Recommend policies for learning. Essentially, HR should develop a vision statement for
the organization’s learning function.
 Recommend a structure for the organization’s learning function. Determine wWhat
groups will have what responsibilities.?
 Recommend a list of topics for which training and development are needed
 Recommend a delivery mode for each topic
 Establish a centralized system for capturing and storing training records
 On an ongoing basis, HR should be the ‘champion’ or ‘advocate’ for the organization’s
learning program.
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 9

Example of a Remedial Effort

With regard to the scenario about the photocopier, the organization could have avoided
much heartburn simply by setting aside blocks of staff time specifically for training. Every staff
member should have been required to attend the sessions. The trainer could be a sales or
servicing representative from the equipment supplier whose responsibility it is to show the entire
staff how to operate the equipment. An alternative is for the equipment supplier to train one
person on the organization’s staff who can then train the remaining staff members.
On a more global level, training should not be limited to the method of clearing jammed
paper from the photocopier. Training should include other pieces of equipment and systems in
the workplace. It should include the office’s other internal procedures.
For employees reluctant or resistant to the concept of training, the organization should
link participation in training programs to criteria used during staff performance evaluations.

Modes of Delivery for Training Programs

While conventional types of training are considered to be in-person or on-site, other
training options include:
 Delivery by computer (or e-phone) using live audio/video conferencing
(synchronous)
 Using a computer chat room
 Using computer CDs, DVDs, videotape, or other self-directed electronic methods
(asynchronous)
 Using written materials (programmed learning, procedure manuals)
 Or, a combination of the above

“If an organization already has the aspirations, the skills and the attention focused on
knowledge, technology will facilitate the access to that knowledge, and pave the way for the
suitable knowledge to reach the right person in the right moment” (2004, Gasco, Llopis, and
Gonzalez).

Recommended Training Plan: Type, Who, Justification

Table 1 suggests various subjects that are appropriate for training, makes
recommendations about which staffers should receive the training, and provides a justification
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 10

for the training. It is wise for organizations to provide this kind of training periodically, in some
cases throughout the year.

Importance of Development Programs

When a supervisor recommends that an employee participate in a particular development
program (leadership or otherwise), the employee should be pleased. Why? Because the
supervisor is indicating how much he/she values the employee -- enough to invest resources
(money) to help the employee further develop his/her skills.
Development programs come in all shapes and sizes. In some professions, continuing
education courses are required to maintain a specific professional/technical license. Examples
include real estate brokers, physical therapists, financial advisers, and insurance agents. There
are also occupation-specific refresher courses. Examples include association and chamber of
commerce executives, diesel mechanics, travel agents, information technology people, and
public relations/communications specialists. Personal self-improvement education courses are
also available, and they can have a big impact on the individual in his/her work setting as well as
in the family/home setting. Dale Carnegie self-improvement courses are an example. Many
organizations provide tuition reimbursement for employees who attend college classes.
Whatever the type, the intention of development programs is to enhance the professional
performance and productivity of employees.
So how does an organization know whether its learning programs are successful? An
article addressing leadership training that appeared in HR Focus states, “We measure success
through annual performance evaluations: stability, morale, customer satisfaction, and
professional development ladder.” (Anonymous, 2005)
In a perfect world with no financial impediments or time constraints, all employees
would receive as much training and professional development as they could consume. In the real
world, however, the ‘needs’ of the employer, as opposed to the ‘wants’ of the employee, drive
these kinds of training programs. It is, after all, in the best interest of the employer to provide
quality education (formal or informal, personal or professional) in quantities sufficient to meet
the employer’s needs as well as the interests of the employee.
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 11

Table 1 Summary of Recommendations for Staff Training

TYPE OF WHO SHOULD

TRAINING RECEIVE IT JUSTIFICATION
Office equipment All staff members All staff members will create and produce their
(telephone system, own material. Consequently, it is essential that
computer hardware all staff members have a working knowledge of
and software, printers, the equipment they use.
photocopiers)
Office procedures All staff members All staff members must understand how the
office functions. This includes, but is not
limited to:
 Organizational structure
 Organizational hierarchy
 Hours of operation
 Reporting mechanism
 Vacation and sick leave rules
 Protocols for the filing system
Employee safety All staff members All staff members must know what to do in a
variety of safety/emergency situations. This
includes, but is not limited to:
 Life-saving (like CPR)
 Accidents and injuries (such as trips & falls)
 Acts of nature (like earthquakes, tornadoes,
flash floods)
 Life threats (such as terrorism)
Training incidental to Specific staff Each staff member has certain responsibilities
a particular position members related to his/her position and is expected to
stay up-to-date with the industry norm as it
relates to training (for example, the financial
person will attend continuing education courses
on changes in tax laws and accounting rules).
Leadership Employees Employees who have leadership abilities are
interested in career important long-term assets to the organization.
advancement
Succession planning The next in line for To ensure a smooth transition between an out-
and training the top positions bound executive and his/her replacement
(could be one
person or several)
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 12

Personal Career Development Plan

A prudent organization will have a policy mandating that each employee have his/her
own personal development plan. Some people in the trade refer to these as “Five-Year Plans.”
The HR department should be involved in implementing this policy. What should an
individual’s personal career development plan look like? To provide an example, I have
prepared one for myself.

CAREER DEVELOPMENT PLAN FOR M. LOUISE WALTERS

(prepared Spring 2011)

At the end of the spring academic quarter, 2011, I will have completed one-half of
the courses necessary to earn my Master of Management (MM) degree from National
American University in Rapid City, SD. In May 2012, I will complete my MM degree.
In the autumn of 2012, I will continue my education by beginning work on a Doctorate
in:
 Leadership development
 Organization development
 Organizational behavior
 Or other program that fits my background and interests

Because my career has been in organization management (for 25 years, I have

provided leadership training, executive searches, strategic planning, and day-to-day
management for local, state, and national non-profit groups of all sizes), my initial
research indicates any of these academic areas will be a good fit. I expect it will take
four years to earn my Doctorate (by 2016).
There are four major opportunities where my Doctorate will be useful:
1. Non-Profit Organizations – Regardless of the type of non-profit group
(whether it is a trade association like a local chamber of commerce, or a
professional society like a statewide professional development group),
findings of my doctoral research will enable me to work with organization
staffs and volunteer leaders to better understand the roles they play, better
assess the impacts they have, and to better understand the organizational,
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 13

societal and political environments in which they exist. In the capacity of a

manager or contractor, I will help them look to the future and chart specific
courses of action.
2. For-Profit Organizations -- Boards of Directors that govern non-profit
organizations are comprised primarily of volunteers who have ‘day jobs’ in
corporate America. I will leverage the increased visibility resulting from my
work for non-profit groups to introduce myself (and my suite of contract
management services) to corporations, businesses, and other for-profit
organizations.
3. Book – I am currently conducting research based on surveys and interviews
that I believe will provide some of the foundation for my PhD research. Data
are being collected from community leaders, business people, government
employees and non-profit association executives. The data will be analyzed to
identify current and future trends in businesses and organizations. I would
like to compile the results of this research into a book.
4. Teaching – I would enjoy teaching in a university setting. My decades of
work experience, coupled with my Doctorate, will position me to be effective
in the classroom.
Conclusions
Learning is a life-long journey.
 ‘Learning’ is an umbrella term that includes worker training, development, and
education.
 Learning is the engine that powers organizations and enables personnel to grow and
flourish.
 Learning is a wise investment by for-profit and non-profit organizations.
 There are many ways that an organization can structure its learning functions.
 An organization can take advantage of many modes of delivery for its learning function.
 The HR organization plays an integral role in: establishing the organization’s learning
policy, designing a structure for the learning program, determining the learning topics to
be included, selecting the mode for delivery of each topic, delivery of the learning
modules, and storing training records.
THE IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE WORKPLACE 14

REFERENCES

Anonymous, (2005, July) HR professionals share succession planning tips; HR Focus; 82, 7, pg.
S1
Clawson, T. (2004, December) Teach the boss; Human Resources; pg. 38 - 40
Glasco, J., Llopis, J., Gonzales, M. (2004) The use of information technology in training human
resources: An e-learning case study; Journal of European Industrial Training; 28, 5, pg.
370
Robotham, D. (2003) Learning and training: developing the competent learner; Journal of
European Industrial Training; 27, 8/9, pg. 473
Rufat-Latre, J. (2005, February); Beyond training: The role of human resources in innovation;
Employee Benefit Plan Review; 59, 8, pg. 15