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Why Training Fails ineffective training

Why Training Fails

Every organization needs to have well-trained and experienced personnel to perform the tasks that need to be done. Traditionally training focus in organizations revolved around those employees who could not do a particular job well, or those planning to change a job.

The term ‘training’ indicates any process by which the aptitudes, skills and abilities of employees to perform specific jobs are increased.

The following factors have been considered as the main reasons for ¬†training fails…

  • The top management is not committed to training and the benefits of training are not clear to them.
  • The top management hardly rewards Managers for carrying out effective training.
  • The top management rarely plans and budgets systematically for training.
  • The middle management, without proper incentives from top management, does not account for training in production scheduling.
  • Without proper scheduling from above, first line Managers have difficulty production norms if employees are are attending training programmes.
  • Behavioural objectives are often in precise.
  • Training external to the employing unit sometimes teaches techniques on methods contrary to practices of the participant’s organization.
  • Timely information about external programmes may be difficult to obtain.
  • Trainers provide limited counselling and consulting services to the rest of the organization.

The training programmes can be made effective and successful if the following hints are considered;

  • Specific training objectives should be outlined on the basis of the type of performance required to achieve the specific organizational goals and objectives.
  • Attempt should be made to determine whether the trainee has the intelligence, maturity and motivation to successfully complete the training programmes.
  • The trainee should be helped to see the need for training by making him aware of the personal benefits he can achieve through changes in behaviour.
  • The training programme should be planned so that it is related to the trainee’s previous experiences and background.
  • Attempts should be made to create organizational conditions that are conducive to a good learning environment.
  • If necessary; a combination of training methods should be selected so that variety is permitted and as many of the senses as possible are utilized.
  • It should be recognized that all the trainees do not progress at the same rate. Therefore, flexibility should be allowed in judging the rates of progress in the training programme.
  • If possible, the personal involvement or active participation of the trainee should not got in the training programme. He should be provided with ¬†opportunity to practice the newly needed behaviour norms.
  • As the trainee acquires new knowledge, skills or attitudes and applies them in job situations, he should be significantly rewarded for his efforts.
  • The trainee should be provided with regular, constructive feedback concerning his progress in training and implementation of the newly acquired abilities.
  • The trainee should be provided with personal assistance when he encounters learning obstacles.