Introduction:
Training, development and skills are the core features of business life. At an organisational level training enhances skill levels, productivity and 'value addition' resulting in increased competitiveness (Redman, T et al. 2006). Training is often encouraged through workplace dialogue which is augmented by a two -way communication directly with the employees, unions or Union Learning Representatives (ULR's) or other workplace representatives (BERR,2008). As per BERR (2008), in the UK, effective workplace dialogue has become a prerequisite to add to level of skills and to improve global position. According to Labour Force Survey (2008) cited in Redman T, et al. (2006), 15.9 percent of workers in Britain received either on or off-the-job training. There are wide range of workplace dialogue methods- workplace based learning centres, onsite training facility, mentoring. Workplace dialogue is a partnership agreement where learning needs are driven by business objectives and are often linked to performance appraisal and individual development plan alongside the formal, semi-formal and informal structures.
In a group presentation on addressing the given case studies there were six members (including me) in the team. Firstly, at a preliminary stage we started with the brainstorming session where each member of the team contributed his ideas towards the presentation. Then one person in the team was noting down all the points that were shared. Secondly, we made a list of key points which were relevant to our presentation and eliminated the duplicate and irrelevant points. The group was heterogeneous as each member had different ideas and they perceived things differently. There was a little conflict because of different ideas but was finally resolved after some more discussion. But the main advantage of working in a team of heterogeneous group was that there was no dominant homogeneous group of 2-3 people and each member had an equal say and was given equal opportunity which resulted in getting the main key points required to address the issue. Once these two tasks were completed, it was a time for the task allocation which was done by Julia by the consent of all the team members. Three people volunteered themselves for presenting and the remaining fifty percent decided to make the presentation. However, all the team members had contributed to the presentation. My role was in the latter half; I helped my team members in preparing the presentation (power point slides). Also, I was involved in helping the team members in presenting with the content of their presentation, making sure the presentation is structured addressing all the issues required and on time. I was also involved in helping my team members in presentation rehearsals. So, in all it was a complete team effort where each member of the team had put in efforts and contributed which was evident from the outcome of the presentation which was very effective.
This essay shows how in the given case studies employers discuss need of dialogue by developing strategies for workforce engagement on training and skills with their employees in different ways, what all benefits arise out of workplace dialogue on training and skills, the challenges faced by these organisations in developing and implementing effective workplace dialogue on training and skills and the last section will focus on guidelines or recommendations to overcome problems faced by the organisations.
How the need of dialogue on training and skills are discussed:
Training and development convoy organisation's productivity alongside insulating firms from skills shortages by making employees ready for future jobs (Redman T, et al. 2006). Also as per LSC (2005) cited in (Redman T, et al. 2006) Seven percent of employers in England have skill-shortage vacancies and sixteen percent report internal gaps. Hence it becomes vital for organisations to have an effective dialogue on training and skills to achieve competitiveness. Also as per BERR (2008), to undertake an account of employee's views is extremely important for employer's while framing various training aspects. Ogilvy Group followed a 'top-down' and 'bottom-up' approach to discuss dialogue on training and skills in line with development plan and an annual appraisal system by means of an 'open-door' policy and informal mentoring. Cafe Spice Namaste indulged in both formal and informal means of discussing training and skills needs through stating on staff notice board and Personal Development Review respectively. Also in order to encourage the staff to undergo training organisation provided a facility of time-off during work. Fujitsu being a large company followed a variety of means to discuss the needs of dialogue on training and skills- formal discussions in Performance Development Review, through learning and development sub-group established by Fujitsu's UK Consultative Forum and even through Union Learning Reps (ULR's). Mersey travel had a Joint Learning Forum (JLF) in line with the ULR's for discussing the need of dialogue on training and skills.
Benefits of Workplace Dialogue on Training and Skills:
As per BERR (2008), the merits of effective dialogue on training and skills involve- increased retention and employee commitment, enhanced quality; minimising risks and defects thereby increasing the output; effective communication; adding value to recruitment and selection; and enhanced employees' knowledge. Training also allows organisations to adapt to changes in the business environment (Redman T, et al. 2006). In the given case studies the outcomes of dialogue and investment vary across organisations. In Ogilvy Group, the benefits of workplace dialogue on training and skills were seen in increased motivation and job satisfaction levels of employees in context with enhanced learning culture. Cafe Spice, experienced the benefits of sustained standards of quality and customer service also employees became more flexible and open to new experiences and ideas. Also it helped in increasing motivational levels and employee commitment decreasing the absenteeism rate to zero. In Fujitsu, dialogue on training and skills supported in providing better overall output with the help of enhanced internal communication. At Mersytravel dialogue on training and skills had a sound effect on industrial relations.
Challenges faced in Developing and Implementing Dialogue on Training and Skills:
Ogilvy Group faced the challenges of developing and implementing effective dialogue on training and skills at three levels- management level, employee level and organisational level. At managerial level the problem of overburden arising out of clash between functional objectives and training schedules was identified. At second level the problem of brainwashing employees that knowledge and skills can be acquired without pursuing a formal training course was identified and at the third level organisation faced the problem of return on investments. Cafe Spice Namaste, on the other hand faced the major problem of convincing the workforce to undergo training and making them understand that it is for their future development. At Fujitsu, the problem arose at employee level and was related with making employees knowledgeable about new underpinning base. Whereas Mersytravel, faced a challenge of acrimony as the staff was suspicious and was relating training and development with job retrenchment.
Also International Labour Organisation Publications (1997), discussed key problems faced by organisations in developing training and skills. These problems include lack of skilled trainers, lack of training material, overburden on managers to train subordinates and the financial practicality of recruiting full-time training staff. Abdullah, H (2009) demonstrates major challenges faced by 58 manufacturing firms in Malaysia which involves inadequate number of intellective HRD professionals, coping with the demand for knowledge workers, fostering learning and development in the workplace. Also in his research he found that the senior level employees were not cooperative in providing training to the lower level employees. Redman, T et al. (2006) argues that neither training is always developmental nor all developments inculcate to work.
Guidelines to Overcome Challenges:
As per BERR (2008), employers must take an initiative of creating an appreciative environment through open communication with the employees as well as with ULR's and other representatives. Also Mcilroy, J (2008), states that trade unions play a significant role in workplace learning and ULR's are not merely restricted to play a role of 'shop stewards' but that of 'activists' in providing suggestions to both employers and employees on training needs. Also it becomes extremely important for the workforce to show their interest, readiness and enthusiasm in learning new modernism and embellishing proficiency. The major responsibility of an employer is to make his staff understand that their routine job tasks and training goes hand in hand so that the staff makes an effective and efficient use of acquired knowledge and skills through learning and development (BERR, 2008). For effective training there must be a two-way communication hence the employer must understand needs of his workforce inline with acknowledging workforce voice (ibid). Redman, T et al. (2006) states that before finalising the training system it becomes significant to examine intricacies involved in the concerned training system, its impact on individuals and the way it is integrated to work environment.
Conclusion:
Effective dialogue on training and skills leads to long-term benefits for both organisations and its employees. In order to have an effective workforce dialogue on training and skills in the given case studies, all the organisations set a stereotyped objectives and serviceableness by involving with the employees at individual level as well as by following the 'open-door' policy and bringing the ULR's or other representatives in picture. Also it has been seen that support of top management is of utmost importance in gaining the full benefits of training programme. To overcome the difficulties in implementing effective dialogue on training and skills it is important to follow 'open-door' policy and 'top-down' and 'bottom-up' approaches to training in line with formal and informal ways of developing different aspects of training.
