Selection is by no means perfect. When new recruits join an organization they are unlikely to have all the skills and competencies which are needed to do the job. Conditions also change. Even if employees once perfectly fit a job, changes will tend to erode the match between the person and their work. The way to increase or maintain skills is investment in training. Training is thus one of the most vital activities of any organization but it is important to recognize that training has its limits. No amount of training can increase someone’s intelligence. Only exorbitantly costly or unethical training is likely to produce fundamental changes in someone’s personality or thinking style. Because training is such an important business activity many agencies play an active role in its provision.
Unable to display preview. Download preview PDF.
References for Chapter 4
- Constable, J. and McCormick, R. (1987) The Making of British Managers, British Institute of Managers, London.Google Scholar
- Davies, I. K. (1971) The Management of Learning, McGraw-Hill, London.Google Scholar
- Fitts, P. M. and Posner, M. I. (1967) Human Performance, Brooks/Cole, Belmont, Ca.Google Scholar
- Gagne, R. M. and Briggs L. J. (1979) Principles of Instructional Design, Holt, Rinehart and Winston, New York.Google Scholar
- Handy, C. (1987) The Making of Managers, National Economic Development Office, London.Google Scholar
- Holding, D. H. (1981) Human Skills, Wiley, Chichester.Google Scholar
- ITRU (1976) CRAMP: A Guide to Training Decisions. Research Paper TR1. Industrial Training Research Unit, Cambridge.Google Scholar
- Kearsley, G. (1984) Technology and Training, Addison-Wesley, Reading, Mass.Google Scholar
- Kolb, D. A. and Fry, R. (1975) ‘Towards an applied Theory of Experiential Learning’, In C. Cooper (ed.) Theories of Group Processes, Wiley, Chichester.Google Scholar
- Rae, L. (1986) How to Measure Training Effectiveness, Gower, London.Google Scholar
- Seymour, W. D. (1968) Skills Analysis Training, Pitman, London.Google Scholar