Business Leadership & Training Skills Model

ISSUES CONCERNING TRAINING DEVELOPMENT (Inclusive of LEADERSHIP SKILLS) AND COMMUNICATION SKILLS TRAINING

Training Development Requirements and Needs:

In relation to the above issues, there are various points to consider.

Training and Development can at times, be quite complex as relevant (and appropriate) training programmes has to first be developed in such a manner, so that they can be used to analyse and assess any given company s problems surrounding the theory of training and learning development .

So, it is important that training programmes are developed correctly. For instance, in investigating and addressing the relevant organisational problems in the proper way so as to obtain the positive human development outcomes that the organisation need to gain (from this process).

Therefore, as indicated above, the first issue in this process is the developing of analysis of the particular training concerns that an (any given) organisation faces such as staff training needs, concerning use of computers i.e. relevant Information Communication Technology (ICT) skills etc.

Then, an organisation can use the analysis from the training requirement process- in order to establish the framework for the relevant learning and training theories, practices and procedure for their staff.

Questionnaire Feedback (Related Interviews) Within the Training Process:

It may be that a company s Human Resources (Personnel) Department could devise and develop training requirement questionnaires relating to the training development needs of its staff (workers). These questionnaires could then be structured and piloted in a manner which enables the (any) company to ascertain answers it needs (looking for) regarding learning training practices and theories.

Such training development questionnaires most likely will be given to a diverse range (selection) of staff (respondents). Therefore, the questions posed would draw different sets of responses depending upon the company position (hierarchical) of staff that each questionnaire is given to. Also, the Questionnaire Model would depend on the type of company (organisation) too be it public or, private sector such staff works for.

It should be noted that some staff (questionnaire respondents) may not necessarily be in paid employment i.e. students and others doing voluntary work and so forth.

Below Are Some Points To Consider - When Doing Questionnaires - As Opposed To Surveys:-

(i) Quantitative Questionnaires - would normally take into account, mainly statistical data (such as surveys etc) - for analysis and subsequent interpretation. Therefore, these are mainly a numbers/figures process - which can then be translated into a percentage analysis (of respondents and so forth).

(ii) Qualitative Questionnaires - are just that - mainly `Questionnaires` in themselves - whereby a set series of questions are posed - to a segment of respondents (interviewees) - to ascertain (obtain) a desired outcome - by way of a reasoned argument - by the interviewer.

Basically, this process - Quantitative vs (and/or) Qualitative Research Questionnaires are not about obtaining right or, wrong answers as such. Rather, it`s more a procedure whereby the Interviewer is able to support substantiate their arguments (findings) via objective reason and clearly defined illustration of how they (Interviewer) arrived at such a (any) conclusions given.

Analysis of Questionnaires Should Include The Following Points (Structure):

(a) The category of persons (staff members) being questioned (interviewed).

(b) The type (depth and quality) of questions posed to individuals (company staff).

(c) General relevance of questions asked (posed) within questionnaires, in relation to the overall purpose of the staff member (respondent) being interviewed.

(d) Are questions too intrusive? Too personal? Too vague?

(e) Are the questions posed, of a constructive nature in relation to open questions and closed questions techniques?

(f) How candid (open and truthful) or not, were the staff in answering the training questionnaires?

(g) Did the overall structure, content and context of these training questionnaires make for good and informative analysis of the staff information (respondents replies)?

(h) How could the questionnaires have been constructed and conducted differently, in order to be more informative to the company s Personnel (Management) Team?

(i) Does the possibility exist to have follow-up (Part 2) interview (Questionnaires) sessions with staff?

(j) Is there a possibility (need) to extend these questionnaires into a more formal (ongoing) series of training interviews sessions?

(k) Overall, based on the questions posed to staff (respondents) did the questionnaires obtain the specific Aims, Objectives and Purpose for having this training process, in the first place?

The questionnaire design could include a tick box style, whereby the respondents (staff members requiring training) could tick one of the following statements:-

(i) Agree

(ii) Strongly Agree

(iii) Don t Know

(iv) Disagree

(v) Strongly Disagree

The Following Is A Framework (Guide) For The Questions Being Put In Each Questionnaire By A Company s Personnel (HR) Department:

(1) How effective are your company s practices and procedures in relation to modern (contemporary) training learning development concepts and theories?

(2) Are you fully updated on your company s current Complaints Disciplinary, Health Safety (First Aid etc) and staff Recruitment Development policies and procedures?

(3) What (if any) are your present particular training needs?

(4) What is your understanding of a learning organisation with regards to modern training development theories (needs and requirements etc)?

(5) In your opinion, what is the desired learning outcomes (learning objectives) based on your company s training and learning development procedures?

(6) Do you think that training and learning development makes for good organisational (Human Resource Management) practices?

(7) If so, why and what current skills shortages do you feel your company needs to address within this process?

(8) Does your company s current structure and organisational culture allow for the enhancement of training and development techniques and related practices?

(9) Is your organisation (company) a public or private one and is there the scope to establish and develop new training and developmental practices?

(10) In your view, can your company s training and learning development plans (and policies) be properly implemented in a practical workplace situation?

(11) What were the main aspects of your training and learning experiences, within your company?

(12) Where did you receive your previous skills training school, college, work (i.e. on the job training)?

(13) What did this training involve?

(14) Describe the difference stages of any relevant (previous) training and learning experiences that you have been through?

(15) After such training and development experiences, how did you know that you actually acquired (gained requisite) new skills, knowledge and information?

(16) Were your new training expectations met?

(17) Were your new training and learning development skills applicable and transferable to another area (career field) i.e. from college/university to your workplace or, from a previous employment to your current role?

REQUIREMENTS of GOOD BUSINESS COMMUNICATION SKILLS:

Good communication skills are very important for all organisations (and companies alike) especially in today s modern, competitive globalised market environment.

Communication skills are essential for the effective and efficient operations of any given company. Such skills are carried out mainly via the following methods:-

Verbally (orally) via the telephone for instance

Face-to-face i.e. at reception desks

Written via modern information technology such as Emails

Written by way of traditional letters, informal and formal internal company memos and the like

English is widely regarded as the International Business Language. Therefore, it is quite important for organisations (companies) and their employees to have a sound (effective) basis understanding of this principle. Moreover, these individuals need to be able to communicate and conduct modern national, regional and international business effectively in English.

Once again, with the increasing competitiveness of the global marketplace, it is an imperative to possess such an efficient grasp of English communication skills. Therefore, companies in the Developing World (Emerging Markets) i.e. in Asia, Africa, the Caribbean and so forth should ensure that their employees are equipped and skilled in this language (English) communication skill.

This situation is even more critical when prospective employment seekers from parts of the Developing World go to places such as the United Kingdom, North America (United States and Canada) and Australia etc in search of new economic opportunities.

However, one could argue with the rise of the Chinese economic presence and the emergence of Russia, re-asserting itself the knowledge and learning of the Mandarin and Russian languages is now a vital business communication tool too.

In today s global world and market competitiveness, good communication skills practices takes into account (consideration) the need for effective computer literacy (ICT) Information Communication Technology skills.

Increasingly, as modern business transactions are carried out via Internet (and other computerised methods) organisations, their employees and related stakeholders are required to possess these Information Technology skills/capabilities.

Consequently, organisations/companies need to establish the necessary Training and Development programmes in ensuring that their employees can obtain relevant computing skills. These, alongside requisite language capabilities are essential for modern communication and business purposes.

It can be a challenge (especially in parts of the Developing World) for there to be easy access to computers and related information technology training. This is due not least, to a lack of sufficient finance (funds) which can make it difficult for companies in these places (countries) to be able to purchase the latest computing equipment and/or, provide the relevant computer (ICT) literacy training.

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