The Importance of Training in Human Resources

In an interview with Gil Podrak, my former manager at the Bench company, we discussed current trends in training and what training might look like in the future. We also talked about what Podrak feels works and what does not work, and what he suggests for how to improve training in the future. Much of what Podrak said echoes current research in human resources and organizational behavior. For example, current and future trends in training seem to be less educational and more focused on specific and individualized needs. Whereas coursework seemed to be almost synonymous with training in the past, and still is to a degree in many organizations, training is now recognized as being a lot more than the “too long, too boring, ‘too PowerPoint’” training courses that yield few good results (Futurethink, 2009, p. 1). Podrak said something similar, noting that our organization had been spending too much on courses that sounded good on paper but which were neither liked by employees nor leading to any measurable improvements in employee performance. Therefore, the future of training involves assessing what works, while simultaneously recognizing that training needs to be adaptable, flexible, and tailored to the individual and the job.
Podrak noted that technology is advancing to the point that many training opportunities are being streamlined and simplified. Gamification, xAPI, and web-based training are some of the things that Podrak hopes will be embraced by our organization soon, but integrating new technologies has been slow. Likewise, Wentworth & Lombardi (2014) found “some organizations find it challenging to determine what options are available and which providers to consider,” (p. 1). Because there are almost too many different options for training, a company is better off alerting employees about self-training methods that they can use on their mobile phones. Learning apps and gaming are fun ways employees can engage with material that they can immediately apply to company software. Because of this, some proprietary software companies are starting to bundle training with their applications so that employees can apply what they are learning directly to what they are doing. However, this type of training is specific to tech-based applications, and not necessarily applicable to employees in the creative or communication sectors. This is why Podrak continually emphasized diversity and flexibility in training, because there is no “one size fits all approach” as he puts it.
Gill & Grewbow (2017) are optimistic about the integration of new technology into training, especially with regards to virtual reality and gaming. Both Gill & Grewbow (2017) and Wentworth & Lombardi (2014) stress the importance of social learning. Although Podrak did not call it social learning specifically, he did note that collaboration software has supplanted the need for separate training, and that a “learning culture” fosters ongoing employee growth and development. Social learning is critically underutilized in most organizations. “Although social has become mainstream, companies still lack the knowledge and insight around how to use these tools for learning and development,” (Wentworth & Lombardi, 2014, p. 1). When asked about how social learning is being integrated into his organization, Podrak replied that part of the problem is that “social learning” is a nebulous term that does not refer to any specific set of tools or techniques. He believes that social learning requires a shift in organizational culture towards a collaborative work environment.
I completely agree with Podrak’s assessment both of the need for organizational culture changes, as well as the tremendous potential for social learning to enhance employee development. Moreover, I agree that technological tools and applications can enhance self-directed learning, offering the opportunity for employees in different departments to learn in different ways, at their own pace. The Futurethink (2009) organization also adds that organizations save money when they devise flexible training options instead of training that takes place at a specific place and time.
Therefore, while training remains integral to employee and organizational success, what defines training is changing rapidly. Training does not have to be sitting in a room for hours watching a PowerPoint. Futurethink (2009) claims that short burst of learning might be more effective, suggesting “microcourses” as the “wave of the future,” (p. 2). Likewise, Gill & Grewbow (2017) state, “all companies will be doing more microlearning,” (p. 1). Integrating training into the workplace environment is the key to success. Podrak mentioned one example in which collaborative software was being used to help three interns new to the organization. The interns did not have to stop what they were doing; quite the opposite, they were learning as they were doing. As Podrak put it, “it’s like cleaning while you cook; you are doing two things at once, maximizing efficiency while also creating a more pleasurable workplace environment,” (p. 1).
In terms of measuring the outcomes or assessing the effectiveness of training, Podrak claims that is difficult to do under any circumstances. Some outcomes can be easily quantified, but many cannot, including subjective impressions and overall employee morale. Quantitative measures will remain important, but the future of training needs to focus equally as much on organizational culture outcomes and employee feedback. Developing talent means recognizing big picture issues, as Podrak put it, noting that all people have ups and downs and that the results of training might be apparent weeks or months down the road. When developing training programs for the future, is important to remain open-minded, flexible, and responsive to employee needs.


References

Futurethink (2009). The future of learning and development. Retrieved online: https://cdns3.trainingindustry.com/media/2462010/futurethink-future%20of%20learning%20and%20development.pdf
Gill, S. & Grewbow, D. (2017). The future of learning is not training. Association for Talent Development. Retrieved online: https://www.td.org/Publications/Blogs/Management-Blog/2017/02/The-Future-of-Learning-Is-Not-Training
Wentworth, D. & Lombardi, M. (2014). 5 trends for the future of learning and development. Training. 28 Aug, 2014. Retrieved online: https://trainingmag.com/5-trends-future-learning-and-development