All workplaces want their employees to be at their productive-best. They invest energies on creating the right environment to perform, setting norms and values, organizing work in a manner that facilitates value creation, incentivising employees, adopting the right tools and technology, educating and developing employees and so on. Can someone stack-rank these factors so that efforts and investments can be accordingly channelized?
Common wisdom says, most human beings are keen to learn new things. Given a fear-free environment and adequate sense of independence, they would apply the acquired knowledge on their work. They would practice newly acquired skills and sharpen the saw over time. They will need lesser efforts of guidance and supervision from their bosses. They feel cared for and valued.
Sometimes, such initiatives enable employees discover interest in new areas of work; they move out of their comfort zone and take up new kind of work within the organization. It allows the employer to move their employees across various roles in the organization. And at the same time, it helps employees acquire knowledge on various areas of work and be future-ready.
The moot question here, “Is training and Education a feel-good factor for the organization and the employees equally or do they directly contribute in revenues and profits of a business?”
Is it the manager who wants the program to happen or the employee who wants the program? All of us know, it is the ideal scenario when the manager as well as the employee want training, are keen on acquiring new knowledge and sharpening their existing skills. Most organizational contexts are far from this ideal.
When a manager believes that continuing investments in training keeps his troop ahead of the curve and motivate them to do more, the manager drives the initiative. He or she finds ways and means of designing and organizing appropriate reinforcements.
However, in many situations, managers believe, time on such activities is wastage of work hours; they see many lacunae in the program and believe, it isn’t good enough for their context. Some of them profess that employees must learn on-the-job and self-develop by observing others at work, drawing upon the resources on the internet. They exonerate themselves from the responsibility of developing their people and ask the employees to figure out a way of staying relevant to deliver what the job demands. The leaders have a problem here with their managerial talent! Before any further investment is made on training, they have to invest on the managers across levels in the organization to own up and drive the learning initiative in the company; and use it as a driver of performance.
When the HR team drops the beat on training, the Managers across the hierarchy of an organization must see this drop and put efforts to bring it back. That’s the goal of a high-performing organization.
Organizations can facilitate learning, encourage acquiring new skills and create opportunities to learn. However, the onus lies on the learner. That is why they say, “When the student is ready, the teacher will appear.”
There are employees who tend to consider a training initiative to be a torture; they fail to concentrate on the learning objective, stay distracted, look for the comforts of a classroom and do not value the efforts put by their bosses and colleagues in creating the opportunity for him or her to learn. Hence, it is important that participation in continuing education, training and development is voluntary. There are industry sectors and certain roles which need the employee to upgrade his or her skills and knowledge on a continuous basis. In this context, an employee has to stay hungry for more knowledge and new skills. When someone shows a contra-behaviour, it’s time to bring in someone amenable to learn and develop rather than struggling to change someone’s motives.
Training and education is valuable only when the manager uses it to drive performance and when the employee craves for it!
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