Chapter 1
INTRODUCTION
The study analyses the importance of employee training to any businesses. The study investigates the factors that result to the success or failure of an employee training program. In particular, the study presents the employee training program in Clark Shoes Company.
This chapter starts with the overview of the study, a brief review the nature of problems, aims and objectives, scope of the study, methodology and limitation of the study.
1.1. Background of the Study
1.2.1. 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) (McGregor, 1988).
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). 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).
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). Training goes hand-in-hand with productivity, quality, flexibility, and automation in the best performing firms. (Office of Technology Assessment, 1990)
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.
1.2.2. The Company[1]
Clarks have always been renowned for their comfort, quality and service. It is committed to ongoing programmes of product design, technical innovation and staff development in order to reinforce this reputation. Over the past few years it has put huge energy into bringing shoe styles right up to date. Moreover, it is now increasingly being recognized for delivering comfort in a great choice of contemporary styles for men, women and kids.
Clarks began in 1825 in the Somerset village of Street when Cyrus Clark started tanning sheepskin rugs. He was joined by his brother James who introduced sheepskin slippers in 1830. Production soon flourished, helped by the purchase in 1856 of recently invented Singer sewing machines. An early marketing success was William Clark’s introduction of the ‘Hygienic line’, a range which followed the natural shape and line of the foot and established Clarks reputation for producing foot friendly shoes.
Clarks expanded rapidly during the early 20th century as they introduced new technologies and materials, took full advantage of the economies of mass production, and responded to changing fashions and the emergence of the female ankle by putting much more emphasis on the development of women’s shoes. By the end of the first world war Clarks moved into world markets. During the 1970s Clarks investment in technological research paid off, when the introduction of polyurethane as a soling material brought unique comfort benefits to Clarks consumers.
Clarks enjoyed significant growth in the U.K. through this period with the establishment of a major retail chain, and global expansion also accelerated, especially in the U.S.A. Clarks is now the top shoe retailer in the UK, the leading UK children’s shoe brand, and the world’s top shoe brand.
Clarks global turnover for 2001/2002 was £937m. Worldwide, Clarks have 15,500 employees engaged in producing and selling almost 46 million pairs of shoes each year. In the U.K. the Clarks brand is available through over 1500 stockists, over 500 of which are shops owned by the Company.
With the business success of Clarks Shoes, it is important to examine the role of employees to this. In this study, the impact of employee training to the company is discussed.
1.2. Objectives of the Study
The primary objective of this study is to investigate how effective is employee training in Clarks Shoes Company. This study attempts to analyze the kind of training provided for the employees; in employee training literature, human resource is the greatest source of the improvement of a business. Here, it exposes the positive as well as the negative treatment accorded to the employees as a result of an effective/ineffective implementation of an employee training program.
Likewise, it is necessary to study the current practices in company training and development that are suppose to contribute to the enhancement of the employees’ skills. As Clarks Shoes Company boasts its being top shoe retailer in the UK, this study examines the role of employee training to the success.
To address this objective, the researcher conducts a survey on the employees’ perception of their training under Clarks Shoes. Moreover, management personnel were interviewed to evaluate their views on effective employee training program.
1.3. Statement of the Problem
The researcher finds it important to study the benefits of employee training to a business. Specifically, the study investigates how employee training is practiced in the UK’s number one shoe retailer. Moreover, this study tries to answer the following queries:
1. What are the effects of employee training to the company in terms of sales?
2. What are the effects of employee training to the company in terms of employees’ skills and productivity?
3. What are the effects of employee training to the company in terms of consumer satisfaction?
1.4. Hypothesis of the Study
This study works on the following hypotheses:
Hypothesis 1: The kind of employee training in Clarks Shoes boosts its sales.
Hypothesis 2: Employee training in Clarks Shoes enhances its employees’ skills and productivity.
Hypothesis 3: Employee training in Clarks Shoes accounts for its improved quality of service, thus results to greater customer satisfaction.
1.5. Scope and Limitation
This research study only covers employee training program as applied to Clarks Shoes. The outcome of this study will be limited only to the data gathered from books and journals about employee training and from the primary data gathered from the result of the questionnaire survey and interview that will be conducted by the researcher.
As the research was completed in a relatively short period of time other factors and variables are not considered. This might have an impact on the results of the study.
1.6. Overview of the Methodology
There are two sources of research that are used in this study; primary and secondary. Primary research data are obtained through this new research study. Secondary research data that exists and is available are used by the researcher.
Primary research were conducted using two methods; survey-questionnaires that were sent to forty employees in Clark Shoes, and interviews were conducted with five management personnel within the company. and finally analysis of relevant internal documentation. By mixing the methodologies in conducting the primary research, the researcher is enabled to take a broader and complimentary view of the issues being researched. The questionnaires are used to collect quantitative data and the in-depth interviews are used to provide qualitative insights into the data collected.
The questionnaire and interview templates were designed by the project owner with guidance from the project supervisor and approved by the of the project sponsor. Secondary data are obtained from previous studies and from the literature review.
1.7. Significance of the Study
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. By understanding the needs of their employees and the benefits of employee training, these managers will be assured of a larger market share. Moreover, this research provides recommendations on how to value employees as they are taking a large part in the overall performance of the company.
1.8. Chapter Outline
This study consists of five chapters. The first chapter is the introductory chapter which presents the overview of the nature of the problem to be discussed in the study. It also covers the aim and scope of the study, as well as applied methodology and provides general ideas about the way that the study is structured.
The second chapter provides a discussion and review on previous studies about employee training; the third chapter presents the methodologies for this study; in the forth chapter results of the survey and interview are presented and analyzed. In the fifth some recommendation and guidelines are provided.
Chapter 3 METHODS AND PROCEDURE
This chapter shall discuss the research methods available for the study and what is applicable for it to use. Likewise, the chapter shall present how the research will be implemented and how to come up with pertinent findings.
4.1. Method of Research Used
For this study, descriptive research method was utilized. In this method, it is possible that the study would be cheap and quick. It could also suggest unanticipated hypotheses. Nonetheless, it would be very hard to rule out alternative explanations and especially infer causations. Thus, this study used the descriptive approach. 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 opted 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 was conducted. On the other hand, the secondary research data was obtained from previous studies on the same topic.
This research based its findings partially through quantitative research methods because this permitted a flexible and iterative approach. During data gathering the choice and design of methods were constantly modified, based on ongoing analysis. This allowed investigation of important new issues about employee training and questions as they arose, and allowed the researcher to drop unproductive areas of research from the original research plan.
This study also employed qualitative research method because it intended to find and build theories that would 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 would 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 gathered data, collated published studies from different local and foreign universities and articles from books and journals; and made a content analysis of the collected documentary and verbal material. Afterwards, the researcher summarized all the information, made a conclusion based on the hypotheses posited and provided insightful recommendations on employee training.
4.2. Profile of the Respondents
The general population for this study are composed of selected employees in Clark Shoes, numbering to 40 respondents. These respondents were asked with regard to their perceptions on their training. Moreover, five management personnel were interviewed concerning their views on effective employee training.
4.3. Validation and Administration of the Instrument
The data collection instrument was a structured questionnaire that would be based on Likert scale. A Likert Scale is a rating scale that requires the subject to indicate his or her degree of agreement or disagreement with a statement. By rating scale we mean the scales that are usually used to measure attitudes towards an object, the degree to which an object contains a particular attribute, (Like or dislike), toward some attribute, or the importance attached to an attribute. The equivalent weights for the answers would be:
Range Interpretation
4.50 – 5.00 Strongly Agree
3.50 – 4.00 Agree
2.50 – 3.49 Uncertain
1.50 – 2.49 Disagree
0.00 – 1.49 Strongly Disagree
The use of the questionnaire would provide the project owner the ability to test the views and attitudes of the respondents. The distribution and collation methods used to manage the questionnaire process would ensure anonymity. The general population for this questionnaire is composed of 40 personnel of the Clark Shoes.
For validation purposes, the researcher initially submitted a sample of the set of survey questionnaires for approval; the survey was initially conducted to five respondents. After the questions were answered, the researcher asked the respondents for any suggestions or any necessary corrections to ensure further improvement and validity of the instrument. The researcher again examined the content of the survey questions/statements to find out the reliability of the instrument. Afterwards, the researchers excluded irrelevant questions and changed words that would be deemed difficult by the respondents, to much simpler terms.
The researcher excluded the five respondents who would be initially used for the validation of the instrument. The researcher tallied, scored and tabulated all the responses in the provided questionnaire.
For the interview part, open-ended questions were used to obtain as much information as possible about how the interviewee feels about the research topic. Interviews took a maximum of 30 minutes. The questions being used during the interview have been based on the research questions for this project, they have been reviewed, refined and approved by the project supervisor. The researcher designed a semi-structured interview. Here, the researcher encouraged the interviewee to clarify vague statements and to further elaborate on brief comments. The interviewer did not share his/her own beliefs and opinions.
4.4. Statistical Treatment of the Data
When the entire survey questionnaire had been collected, the researcher used statistics to analyse all the data. The researcher was assisted by the SPSS in coming up with the statistical analysis for this study.
4.5. Summary
As stated in the methodology, the research underwent stages. In the research design, the researcher collected secondary data and formulated and developed the questionnaire and interview. In this stage, these instruments were subjected to approval and validation. During the data collection, the researcher collated and summarized the data obtained from the questionnaire and survey. The researcher then analyzed these data and from these, the researcher came up with findings and recommendations that shall be presented in the following chapters.
References:
Blanchard P.N. and J.W. Thacker. 1999. Effective training: Systems, strategies, and practices. Upper Saddle River, NJ: Prentice-Hall.
Bowen, D. E., and Lawler, E. (1990). Total Quality-Oriented Human Resources Management. Business Week, Carr, General Dynamics, Lareau, Schmidt and Finnigan, Carter. Organizational Dynamic p. 29-41.
Bowers, N. & Swaim, P. (1994) Recent Trends in Job Training. Contemporary Economic Policy, Vol. XII.
Cannon-Bowers JA, Salas E, Tannenbaum SI, Mathieu JE. 1995. Toward theoretically-based principles of trainee effectiveness: a model and initial empirical investigation. Mil. Psychol. 7:141-64
Craven, R. (1997). Training, why bother?. Bath School of Management. Available at [www.tmag.co.uk]. Accessed [13/08/03.]
Creswell, J.W. (1994) Research design. Qualitative and quantitative approaches. Thousand Oaks, California: Sage
Feigenbaum, A. V. (1988). Total Quality Developments into the 1990s – An International Perspective. Total Quality Management – An IFS Executive Briefing: 3-9.
Ford JK, Kozlowski S, Kraiger K, Salas E, Teachout M, eds. 1997. Improving Training Effectiveness in Work Organizations. Mahwah, NJ: Erlbaum. 393 pp.
Johnston, L. (1989). The TQM Coordinator as Change Agent in Implementing Total Quality Management. Unpublished Master’s thesis. Monterey: Naval Postgraduate School. p. 52.
Kozlowski SWJ, Brown K, Weissbein D, Cannon-Bowers J, Salas E. 2000. A multilevel approach to training effectiveness: enhancing horizontal and vertical transfer. In Multilevel Theory, Research and Methods in Organization, ed. K Klein, SWJ Kozlowski. San Francisco: Jossey-Bass
Kozlowski SWJ, Salas E. 1997. A multilevel organizational systems approach for the implementation and transfer of training. See Ford et al 1997, pp. 247-87
Kraiger K, Ford JK, Salas E. 1993. Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. J. Appl. Psychol. 78:311-28
McGregor, Eugene Jr. (1988). The Public Sector Human Resource Puzzel: Strategic Management of a Strategic Resource. Public Administration Review. 48(November-December): 941-61.
Noe RA, ed. 1999. Employee Training and Development. Boston: Irwin/McGraw-Hill
Office of Technology Assessment . Worker Training: Competing in the New International Economy, Report No. OTA-ITE-457, September 1990), p. 3.
Salas E, Fowlkes J, Stout RJ, Milanovich DM, Prince C. 1999. Does CRM training improve teamwork skills in the cockpit?: two evaluation studies. Hum. Factors 41:326-43
Seidler, E. (1996). Discipline and deselection in the TQM environment. Public Personal Management, Vol. 25, pp. 529+.
Sims, Ronald R. (1998). Reinventing Training and Development. Westport, CT: Quorum Books
Stewart, P. (2003) On the job training system at Potomac Job Corps Center. Unpublished Dissertation.
Tannenbaum SI, Cannon-Bowers JA, Mathieu JE. 1993. Factors That Influence Training Effectiveness: A Conceptual Model and Longitudinal Analysis. Rep. 93-011, Naval Train. Syst. Cent., Orlando, FL
The researcher is conducting a study on the effectiveness of knowledge management specifically in the financial sector. To enable the researcher to make the necessary conclusions and recommendations for this study, it would be very much appreciated if you answer all the items in the questionnaire.
Information given will be treated in strictest confidence.
Thank you.
Part 1. Personal Data
Direction : Please fill up in all the necessary information about yourself. Don’t leave any item unanswered.
a. Age ________
b. Sex
Male ( ) Female ( )
c. Civil Status
Single ( ) Married ( ) Separated ( ) Widow/Widower ( )
d. Educational Attainment
Elementary ( ) High School ( ) College ( ) Graduate ( )
e. Position ____________________
f. Length of Service in the company: ____________
Part 2. Determining the Effectiveness of Employee Training
Directions: Encircle the number that best corresponds to your answer.
5 - Strongly Agree
4 - Agree
3 – Uncertain
2 - Disagree
1 - Strongly Disagree
A. Perception on Training
1. A sound training program enhances my capability as an employee of this company
2. I am motivated by a training program to work harder to achieve company goals.
3. Training program results in faster production rate and improved product quality.
4. The institution of a training program in a company reduces the supervision needed for employees.
5. A training program induces better cooperation and teamwork among personnel.
6. A proper training program reduces the possibility of accidents during office hours.
7. A well-structured training program would provide me with the knowledge to complete my job in a shorter timeframe.
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8. A training program creates more satisfaction and security I need to accomplish a job.
9. A training program enables me to be loyal to the company.
10. A training program enhances my overall well-being.
B. Perception on Effective Training scheme
1. A training program should consider the organizational culture of the company.
2. A training scheme should pay special attention to the technical competency of the personnel of the company.
3. A training plan should also be sensitive to the personnel’s cultural and work values.
4. During training days, the use of clear terms instead of jargon should be used.
5. A training plan should be a continuous learning process for personnel.
6. It should be divided into stages of delivery objectives.
7. A training plan should be consistent with organizational objectives.
8. Training instructors should also be those among the work force in order to have a sense of ownership among the employees.
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9. A training program should ensure the health and safety of the employees.
10. In a training program, good performances must be rewarded.
5 4 3 2 1
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Part 3. Problems and Solutions
Directions: List down your concerns and suggestions regarding the effectiveness of employee training in your company.
What are the most common problems you’ve encountered with regard to the employee training program of the company?
a. ______________________________________________________________
b. ______________________________________________________________
c. ______________________________________________________________
What solutions would you suggest to solve these problems you’ve mentioned?
a. ______________________________________________________________
b. ______________________________________________________________
c. ______________________________________________________________
Interview Questions for Management and Supervisory Personnel
1. How long have you been in a supervisory/management position in this company?
2. During the time that you have been in a supervisory/management position, has there been any attempt by the company to enhance the efficiency level among all personnel?
3. What are the actions taken by the company or organization to enhance the skills of the employees? Is training among the priority of the company?
4. What do you think are the advantages of a training program for employees? Are there any disadvantages?
5. What are your considerations before implementing a training scheme?
6. Do you think the company’s leadership is aware of the role that culture plays in the organization? Please describe the culture as you understand it to be.
7. Do you think that your current training program is suitable for all employees? Why or why not?
8. Does the level of competency of the employees, particularly in the technical aspects, satisfy the required demands of the company? What would the implementation of a structured training program contribute to this level of competency?
9. What is the focus of the employee training in the company?
10. Are you satisfied by the result of the employment training?
[1] Available at [www.clarks.co.uk]. Accessed [06/10/03].
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