High Individual Performance Refers To Employees Management

Essay add: 11-01-2016, 16:15   /   Views: 4

An employee is referred to as an individual who lends his or her expertise in making an organization to achieve its goals. High individual performance refers to employees who have proven to be an asset to the company with the help of their individual inputs. Training happens to be one among the most communal and planned form of social interactions and it is increasingly becoming a major part of the communalization process.

This particular essay divulges into factors as to how which extent can high individual performance form an element of employee training or how effective a training can be to an individual especially to a particular employee who exhibits high level of individual performance or how motivated will a trainee be in order to take training as a newcomer or as a veteran and what are the factors affect that.

Another term that comes forward with this whole training scenario is "self efficacy" it is defined as peoples beliefs about their own potential to produce designated levels of performance and it is a dynamic construct that changes over time and in response to new experiences and information. There is a presumption that exists for efficacy and according to that presumption, self efficacy perceptions are basically the judgments regarding ones potential to perform a particular task. It is not apprehensive of the fact about what skills an individual possesses but it revolves around a generative potential according to which one must systematize, cognitive communal and behavioral skills. Self efficacy also has three important characteristics, first one being that it involves an all-inclusive summary of ones perceived potential for performing any task. Secondly it forms as a motivational and mobilization constituent, as an individual can use self efficacy in order to increase ones input in a particular task, thereby increasing one's own potential. Finally self efficacy is a self-motivated assembly that changes as time goes by in reaction to new knowledge and information, in this case experience by the individuals in their day to day job. Another example of such information can be the occurrence or incident one goes through while training.

There is a small relation that exists between training and self-efficacy and after a lot of deep research it has been found out that self efficacy is an important variable for understanding how effective a particular training is. Studies have shown that training increases a trainees self efficacy. Self efficacy has also been found to be in relation to training outcomes such as task performance i.e. trainees self efficacy has been found to be positively related to training performance on an innovative problem-solving task. Self efficacy functions as a moderating variable for effect of training method or training outcomes, and finally self efficacy has been argued to also function as an important mediating or intervening variable for effects of training outcomes.

Moderator is a variable that affects the direction and/or strength of the relation between an independent variable and a dependent variable and mediation is said to function as a mediator to the extent that it accounts for the relation between the predictor and criterion.

Now that certain important terms are explained let's move on the core of the topic at hand, every employee who works for and organization whether or not he/she exhibits high performance at one point of time needs to attend training, be it as a newcomer or as a veteran. Prior to training there are certain characteristics that become visible according to the different personality of different individuals. It has been seen that employees or trainees who are high in achievement motivation are more motivated to learn, whereas the factor anxiety is said to have reduced training motivation. It was also proposed that individuals with an internal locus of control have more positive attitudes towards training as they believed it would result in more tangible benefits. Aside from personality, study has shown that training motivation is a function of variables related to ones job or career. The first among those variables is job involvement. Job involvement refers to the degree to which a person is involved in his or her work. According to research it has been found out that people who are high involved with their job are more likely to be more motivated before going to a training session. Secondly it's organizational commitment or an individual's involvement in and identification of a particular organization. This includes belief in the organization's goals and objectives and an aspiration to exert effort for the organization and a yearning to maintain membership with the organization. Thirdly its career commitment and as research has shown that higher an individual's levels of career commitment the higher they view training as advantageous for themselves as studies have proved it that commitment is optimistically related to motivation to learn and react to a training. At fourth position it is career exploration and it stands for self-assessment of skills and strengths and goals and even careers values not to forget goals and plans and other job related information, and finally it is career planning or the extent to which employees create and update their plans for achieving their career goals.

Alongside the individual characteristics come the situational characteristics and researchers and analysts have examined these characteristics in the context of training studies and have found that an organizations "climate for transfer" i.e. formal training received off an organizations training session, individuals expected manager support and peer support along with training motivation.

Moving along to training outcomes, individual and situational outcomes viewed above have time and again been associated with "motivation to learn", or also defined as wish for the trainees to learn the learning material. Even though many of these characteristics have been linked with learning directly some have been linked to learning through superseding the system of motivation to learn and that particular approach has proved to be more successful, as there is a vigorous relation between motivation to learn and learning outcomes. The two most common outcomes of training are declarative knowledge and skill acquisition, there is another outcome known as post training self efficacy but it only happens to be a motivational outcome rather than a cognitive or a skill based one. There are several other implications that come into play when training research and practice is in place, firstly the one being that person-analysis and organization analysis offer critical information and they should be used to proper limits. Secondly trainers should use techniques that increase efficiency and emphasize more on career and job benefits and involvement. Thirdly trainers should have a motivational and cognitive approach to training; training scholars should focus more on how to use their expertise on explaining skill acquisition.

There are certain other terms that are related to this whole scenario of employee training, such as the organizational climate; researchers have said that organizational climate: transfer of training climate is based on the interaction between observable, objective elements of the organizational situation and the perceptual progression of its organizational members. After organizational climate then comes the organizational culture, this particular term is defined in segments; the first one being a continuous-learning work environment is one in which knowledge and skill acquisition are essential responsibilities of every employee. Secondly these knowledge and skill acquisitions are supported by communal interactions and work relationships. Thirdly organizations that have a continuous learning vocation environment develop formal systems that provide opportunities for personal development. Finally a proper organizational climate is characterized by emphasis on competition on both within and outside the organizational context.

To conclude this whole discussion let's take a sample hypothesis and model based on a sample taken from a psychology paper (included in the reference list) it shows the importance of a work environment and how training affects it in various situations. As said earlier there are five hypotheses, first one being that there exists a direct relationship between transfer of training climate and post training behaviors. Hypothesis two being that there will be a direct relationship between continuous learning culture and post training behavior. The third and fourth hypothesis state that the transfer of training climate and continuous learning culture will moderate the relation between continuous learning culture and post training behaviors, hypothesis five is that knowledge gained in training is related to post training behavior.

The training program was 3 days in duration and it was basically focused on interpersonal skills such as customer employee relations and various other procedures. According to this particular training program, three weeks before the managers actually attended the training, a measure of their supervisory behaviors was collected, and this allowed to develop a baseline account for the behaviors that was demonstrated before the training. At the end of the training another questionnaire was filled regarding the transfer or training climate and the continuous learning culture. It was just logical enough to say that the managers required 6-8 weeks to demonstrate these trained skills and thereby after that particular period each trainees was asked to fill a post training questionnaire.

The main purpose of this study was originally to examine the influence of two specific dimensions of organizational climate and culture on the transfer of supervisory behaviors. It also demonstrated that the work environment, which was explained in terms of training and learning culture, is directly related to the transfer of trained behaviors.

Training as said earlier is a communalization process and how individuals actually make sense as to how they want to adjust in their new work surroundings, so when the question comes as to what extent can the element of high individual performance affect employee training, it can't change much as said above the degree to which things get affected in employee training program depends on facts such as organizational climate and organizational culture. As long as these two factors don't considerably change then one high performing individual cannot change much after training as it's not just a one man show. Hence with this statement I would like to conclude my essay stating that high individual performance can attribute at a minimal level when it comes to employee training because there are many more factors and wheels turning together and they all play their own part.

Article name: High Individual Performance Refers To Employees Management essay, research paper, dissertation