RESEARCH PROPOSAL
Effectiveness of Employee Training in Clarks Shoes
INTRODUCTION
This paper discusses in detail the research proposal on the importance of employee training. In particular, the research will focus on the employee training program in Clarks Shoes. In this research proposal, the background, context and theme of the study are presented; the objectives of the study and the research statements are formulated. Here, vital concepts, questions and assumptions are stated. Finally, the scope and limitation of the study, methodology to be used and the significance of the research are discussed.
The impetus for undertaking this study stems from the author’s belief that employees are the backbone of any business and organization. The author has worked at Clarks Shoes for six years and has witnessed many training sessions take place. Moreover, the author finds that the training in the company is not effective because it happens once a year, or when the company is doing badly in terms of sales. Thus, the author proposes a study that examines training program, particularly the structured on the job training program and its benefits to the company.
Purpose of the Study
Generally, the purpose of the research is to conduct a descriptive study on the effectiveness of employee training at Clarks Shoes. The research will specifically compare the employee training program in the company with the Structured On the Job Training Program (SOJT). This proposed study will also detail the steps involved in establishing a structured system of on-the-job training for all employees. It begins with an introduction and overview of current the employee training practices implemented at Clarks Shoes.
The study shall be furnishing discussions made by other authors regarding structured on-the-job trainings (SOJT). Such discussions will be based initially on the studies made by Jacobs (1999), Jacobs & Jones (1995), Rothwell & Kazanas (1994), Jacobs, & Osmani (1998), and Rothwell & Kazanis (1990). The predominant contention of these authors has been fundamentally inclined positively towards SOJT.
Statement of the Problem
The focus of this problem statement is to analyse the training program at Clarks Shoes. There is currently no formal system of employee training; hence, once they arrive on board, they automatically follow an unstructured plan of job shadowing. Moreover, the training happens once a year because the company lacks funds. The company boasts its being one of the world’s largest casual footwear retailers. However, it seems that the company does not prioritise employee training.
It is clear, as the author has experienced, that the training program at Clarks Shoes is not effective in terms of employee satisfaction and productivity. Literature shows that an effective training program is a well-structured on the job training program (SOJT). Thus this study will discuss the steps required in establishing a structured system of staff training, and will be comprehensive and focused on employee training at Clarks Shoes. More importantly, this training will have a beneficial impact on the Company’s environment, as well as improve the lives of the employees. Thus the study shall test the validity of the null hypothesis, “A Structured On-the-Job Training (SOJT) program has a significant effect at Clarks Shoes overall efficiency.”
Objectives of the Study
The objectives of this study are:
1. To identify the forms of trainings at Clarks Shoes.
2. To evaluate other employee training programs.
3. To evaluate employee satisfaction in relation to employee training.
4. To evaluate the process of employee training program at Clarks Shoes.
5. To compare the employee training program at Clarks Shoes with a structured on the job training program.
This study will be a significant endeavor in promoting effective employee training to the service industry in the UK, especially to the popular companies such as Clarks Shoes. This study will be helpful to business practitioners for this will be a guide for them when they employ the effective employee training program to their businesses. Moreover, this research provides recommendations on how to value employees as they are taking a large part in the overall performance of the company.
METHODOLOGY
For this study, descriptive research method will be utilized. In this method, it is possible that the study will be cheap and quick. It can also suggest unanticipated hypotheses. Nonetheless, this method will be very hard to rule out alternative explanations and especially infer causations. This descriptive type of research utilizes observations in the study. To illustrate the descriptive type of research, Creswell (1994) states that the descriptive method of research is to gather information about the present existing condition.
The purpose of employing this method is to describe the nature of a situation, as it exists at the time of the study and to explore the cause/s of particular phenomena. The researcher opts to use this kind of research considering the desire of the researcher to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study.
To come up with pertinent findings and to provide credible recommendations, this study utilizes two sources of research: primary and secondary. Primary research data was obtained through this new research study. Questionnaire survey and in-depth interview will be conducted. On the other hand, the secondary research data will obtained from previous studies on the same topic.
This research will base its findings partially through quantitative research methods because this permits a flexible and iterative approach. During data gathering the choice and design of methods will be constantly modified, based on ongoing analysis. This will allow investigation of important new issues about employee training and questions as they arise, and allow the researcher to drop unproductive areas of research from the original research plan.
This study will also employ qualitative research method because it intends to find and build theories that will explain the relationship of one variable with another variable through qualitative elements in research. Through this method, qualitative elements that do not have standard measures such as behavior, attitudes, opinions, and beliefs within the Clark Shoes will be analyzed.
Furthermore qualitative research is multimethod in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meanings people bring to them. Accordingly, qualitative researchers deploy a wide range of interconnected methods, hoping always to get a better fix on the subject matter at hand.
For this research design, the researcher will gather data, collate published studies from different local and foreign universities and articles from books and journals; and will make a content analysis of the collected documentary and verbal material. Afterwards, the researcher will summarize all the information, make a conclusion based on the hypotheses posited and provide insightful recommendations on employee training.
For this study, a survey and interview will be conducted. The process will include identifying the general population for the survey, designing of the instrument (survey-questionnaire) and validation of the instrument. After the validation, the researcher will present the instrument to the supervisor for approval, before administering the instrument. Finally, with the help of a statistician, the researcher will make the statistical analysis. After gathering the results, a preliminary analysis of the results of the survey and interview will be conducted. Then the supervisor will check the preliminary analysis. Afterwards, I will conduct detailed analysis of the results.
Factors and other variables will not be considered for this study because of the relatively short period of time allotted to finish the project. This might have an impact on the results of the study.
RESEARCH MANAGEMENT
To carry out the overall aim the researcher will first assess and evaluate the employee training implemented at Clarks shoes. Then a review of related literature on employee training programs and employee satisfaction will be undertaken. Afterwards, the researcher will identify main issues and problems. The researcher will design the instrument to be used in survey and interview; it will be validated and approved by the supervisor. After the approval, the researcher will conduct the survey and interview with the help of some friends. The researcher will make sure that the information given by the respondents and interviewees will be confidential. Finally, after the presentation and analysis of the data, the researcher will generate significant conclusions and insightful recommendations.
This study will be divided into five chapters. The first chapter will introduce the topic and the background of the problem. Chapter Two will discuss and review the available literature on the importance structured on the job training and the shortcomings of other employee training. Chapter Three will discuss the methods that will be used. Chapter Four will be the presentation and analysis of the results of the survey and interview. Finally, the last chapter will provide the conclusion and recommendation.
LITERATURE REVIEW
Employee Training
Employees are increasingly demanding change, choice, flexibility, and variety in their work; suggesting that with the de-layering of organizations and empowerment of individual employees, the future for both the organization and the individual lies not in promotion to successively higher levels of management, but rather in developing the value of the individual as human capital (Seidler, 1996). The value of human capital is enhanced by acquisition of higher performance potential such as new tasks, functions, and KSAPs (knowledge, skills, abilities, personal attributes) (American Society for Training and Development, n.d.).
Further, higher performance capability usually begins with planned, structured methods to ensure that cross-training occurs, and with constant evaluation on the basis of application in the work place (Feigenbaum, 1988, cited in Siegel, 1996). Total quality management (TQM) writers argue that for the process to be successful, work groups must be “empowered” to function as a self-directed team (Bowen & Lawler, 1990, cited in Siegel, 1996).
When reviewing the literature on quality management, one is struck by the absence of any mention of individuals who have problems in the workplace (Seidler, 1996). Johnston (1999) states that workers are viewed as the greatest source of improvements. Therefore, it means that workers who are managed correctly will take responsibility for their work, be committed to the organization, and have ownership of the service or product. Moreover, employees involved in an effective training program manifest a love for their work and are interested in doing their best for the organization (Seidler, 1996).
The importance of employee training has long been recognized as a crucial issue for businesses (Ford et al., 1997). To the extent that employee-training programs are effective, companies are able to avoid wasteful spending and improve performance and productivity. Thus, a key consideration for virtually all business is the expected return provided the organization for its training investment.
As it has been suggested that organizations are likely to increase their reliance upon and utilization of employee training programs in years to come (Noe, 1999), the effectiveness of training interventions in organizations is likely to become even more salient in the future (Blanchard and Thacker, 1999).
This is illustrated by several studies conducted by other authors regarding training. Tannenbaum at al. (1993) provide an integrative framework for all the variables that influence the design and delivery of training (Cannon-Bowers et al 1995). The framework outlines in detail the pre-training and during-training conditions that may influence learning, as well as the factors that may facilitate the transfer of skills after training. Kozlowski & Salas (1997), drawing from organizational theory, discussed the importance of characterizing the factors and processes in which training interventions are implemented and transferred in organizations.
Moreover, Kozlowski and et al. (2000) consider organizational system factors and training design issues that influence the effectiveness of vertical transfer processes. Likewise, researchers have begun to understand the barriers and myths that exist in organizations as they implement training (Salas et al 1999). In other work, Kraiger et al (1993) provided new conceptualizations of learning and evaluation theory, approaches, and measurement.
Changes in how workers obtain qualifications is evolving and is rising skill requirements (Bowers & Swaim, 1994). The shift in the mix of qualifying skills toward those learned in school or formal company programs suggests that demands shifted toward more general and cognitive skills. More educated workers are much more likely to hold jobs requiring qualifications than are less educated workers. In large part, this result merely reflects the importance of educational credentials for professions and other occupations requiring college degrees. But the link between schooling and job qualifications is more pervasive. Workers with a high school diploma or college are more likely than less educated workers to learn qualifying skills through enterprise-based training after leaving school (Bowers & Swaim, 1994).
According to Sims (1998), the systematic process of training consists of planned programs designed to improve competence and performance at the individual, group, and/or organizational levels. The scope of training initiatives vary and include operator, technical, sales, customer service, and various levels of leadership training (Sims, 1998).
The success of training may depend on the reasons behind it (Stewart, 2003). Conducting training for the wrong reasons may lead to bad training while having the right reasons for it may lead to the improvement, which the organization aims to attain. Some of the valid reasons for training would be to improve performance, to improve employees’ skills, to promote job competency, to solve problems, or to orient new employees (Stewart, 2003).
Benefits of an effective employee training include improved profitability and more positive attitudes toward profit orientation; enhanced employees’ job knowledge and skills; high morale of the work force. As for the individual, training helps the individual in making better decisions and effective problem solving; it enables him or her to internalize and operationalize motivational variables of recognition, achievement, growth, responsibility and advancement; and it aids in encouraging and achieving self-development and self-confidence.
Furthermore, training improves communication between groups and individuals; aids in orientation for new employees and those taking new jobs through transfer or promotion; provides information on equal opportunity and affirmative action; provides information on other governmental laws and administrative policies; and improves interpersonal skills.
According to Craven (1997), there is some link between training and good performance but the direction is difficult to identify. However, what is known for sure is that the training and development of staff is relevant in better performing companies. The difficulty in identifying the correlation between training and performance is attributed to the determination of changes in performance. Measuring knowledge acquired is easy to determine. But to measure skills and attitude development is something else. (Craven, 1997). This evaluation needs to be done over a long time period and needs to be carried out by those working with the candidate, to evaluate how the delegate performed before and then after the training process.
Structured on the Job Training
Numerous authors and researchers have reported on training and education for the workplace and recommended improvements. All recognize the inadequacy of current training practices and outcomesIt is thus not unusual for authors to recognize the need of having a well planned OJT program. Such program is labeled as structured on-the-job training (SOJT).
Basically, SOJT is OJT with a carefully planned structure, procedures, outcomes and budgets. It defines both experienced and novice worker skills and knowledge (Jacobs, 1999; Jacobs & Jones, 1995; Rothwell & Kazanas, 1994). The program is characterized with the fact that learning takes place at the work site. The novice worker observes a task and repeats it immediately. The experienced worker provides specific feedback on task execution. Moreover, there are detailed training plans with tasks and subtasks sequenced according to how the job is done. In the program, a trained SOJT instructor – one recognized as a master performer – guides novice workers. Similarly, support materials to which the novice can refer at any time anchor required skills and knowledge. And finally, the entire effort is integrated, orderly, yet includes opportunities for trial and error with corrective feedback loops. It is a complete, unified system.
In addition, the environment must be appropriate and prepared for SOJT implementation. Numerous authors have detailed the benefits of SOJT (e.g. Jacobs, 1999; Jacobs, & Osmani, 1998). Such studies states that the program furnishes reduced overall learning time, reduced overall training costs, flexibility/adaptability to individual worker-learners, positive relationship building between novices and experienced workers/superiors, higher transfer rate than those cited for classroom and other formal training, heightened new-worker job confidence, work/learning efficiency due to little to no time away from the job, high learning success on job task tests, less learning of undesirable ways to do a job, and a positive organizational climate due to healthy interactions among workers in a learning-working context.
Since there is a personal and professional commitment by the training staff to the training process (Brechin, Lacoste, & Sullivan 1999), students will be able to do the work at their own pace and will be motivated to progress through the training outline. In the SOJT, students are expected to participate and work systematically.
Human Resources at Clarks Shoes[1]
Clarks Shoes is one of the world’s largest casual footwear retailers. In the UK it operates 670 stores and employs more than 10,000 staff. In 2002, its head of retail HR, Jill Youlds was awarded as the award recognizes an individual HR manager who can demonstrates outstanding leadership.
To address the need of the company to develop and execute an HR strategy that fully supports the firm’s UK retail strategy and trading plan, the HR team at Clarks Shoes formed close strategic ties with operations team to help implement retail strategy. Moreover, HR policies were given a central role in the company retail strategy. The company gave HR function new roles, competencies and performance indicators. Further, Clarks Shoes made HR performance management process to dovetail with strategic planning.
As a result, Clarks Shoes acknowledged that people strategy had significantly contributed to the 58 percent increase in operating profit to March 2002. According to May 2002 employee survey, in terms of employee satisfaction, 91 percent of employees reported that they are satisfied with their jobs while 82 percent are motivated. Likewise, in an internal customer survey in the same year, 95 per cent agree that the retail HR team makes an effective contribution to the retail business; 100 per cent agree that training and development is innovative. Further, a survey of HR team in 2002 reveals that 100 per cent are satisfied with leadership while 94 per cent feel strong loyalty towards their team.
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[1] Taken from the news article: Personnel Today, 03 September 2002. Available at [http://www.personneltoday.com]. Accessed 22/10/03].
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