Organizational Training policy on management of sewer line services
COMM 6509 - Training and Development
Walden University
2022
Organizational Training policy on management of sewer line services
Learning, training, leadership development and professional development are key to ensuring
that the public service is equipped to meet the challenges of the 21st(century. The acquisition of
skills and knowledge and the development of managerial and leadership know-how is critical for
the effective management of sewer line and waste management, Van Buren & Erskine, (2002).
Learning is a shared responsibility of employees, managers at all levels, deputy heads and the
employer. Employees are responsible for acquiring and maintaining the knowledge, skills and
competencies related to their level and functions, and for developing and pursuing learning plans
that are aligned with departmental business priorities and prepare them to do the next job. In
America Managers at all levels and deputy heads are responsible for ensuring the timely
completion of training that supports departmental priorities and the government's management
improvement objectives. Treasury Board in its role as the employer establishes the knowledge
needed in areas deemed necessary for effective management of the public service, Sriyan de
Silva(, 1997).
Organizational training methods and the policies supporting these methods are considered a
critical part of a corporate culture. Continuous improvement of employees can only benefit an
organization and may be a contributing factor in the success of the company. Many organizations
have a training department or at least a training budget. The method of training is determined by
the budget constraints and the type of training needed. Once decisions are made about training,
policies are developed to support them, Goldstein (1980).
Training Needs Assessment on an organization
Needs assessment, or needs analysis, is the process of determining the organization’s
training needs and seeks to answer the question of whether the organization’s needs, objectives,
and problems can be met or addressed by training. Thus, conducting a systematic needs
assessment is a crucial initial step to training design and development and can substantially
influence the overall effectiveness of training programs Goldstein & Ford, ( 2002) Specifically,
a systematic needs assessment can guide and serve as the basis for the design, development,
delivery, and evaluation of the training program; it can be used to specify a number of key
features for the implementation (input) and evaluation (outcomes) of training programs.
Consequently, the presence and comprehensiveness of a needs assessment should be related to
the overall effectiveness of training because it provides the mechanism whereby the questions
central to successful training programs can be answered, zemka (1994). In the design and
development of training programs, systematic attempts to assess the training needs of the
organization, identify the job requirements to be trained, and identify who needs training and the
kind of training to be delivered should result in more effective training. Thus, the research
objective here was to determine the relationship between needs assessment and training
outcomes.
A product of the needs assessment is the specification of the training objectives that, in
turn, identifies or specifies the skills and tasks to be trained. A number of typologies have been
offered for categorizing skills and tasks Briggs, & Wagner,( 1992 ), given the fair amount of
overlap between them, they can all be summarized into a general typology that classifies both
skills and tasks into three broad categories: cognitive, interpersonal, and psychomotor (Goldstein
& Ford, 2002). Cognitive skills and tasks are related to the thinking, idea generation,
understanding, problem solving, or the knowledge requirements of the job. Interpersonal skills
and tasks are those that are related to interacting with others in a workgroup or with clients and
customers. They entail a wide variety of skills including leadership skills, communication skills,
conflict management skills, and team-building skills. Finally, psychomotor skills involve the use
of the musculoskeletal system to perform behavioral activities associated with a job. Thus,
psychomotor tasks are physical or manual activities that involve a range of movement from very
fine to gross motor coordination.
Practitioners and researchers have limited control over the choice of skills and tasks to be
trained because they are primarily specified by the job and the results of the needs assessment
and training objectives. However, they have more latitude in the choice and design of the training
delivery method and the match between the skill or task and the training method. For a specific
task or training content domain, a given training method may be more effective than others.
Because all training methods are capable of, and indeed are intended to, communicate specific
skill, knowledge, attitudinal, or task information to trainees, different training methods can be
selected to deliver different content (i.e., skill, knowledge, attitudinal, or task) information. Thus,
the effect of skill or task type on the effectiveness of training is a function of the match between
the training delivery method and the skill or task to be trained. Wexley and Latham (2002)
highlighted the need to consider skill and task characteristics in determining the most effective
training method. However, there has been very little, if any, primary research directly assessing
these effects. Thus, the research objective here was to assess the effectiveness of training as a
function of the skill or task trained and the training method used.
Staff job satisfaction on service delivery
Locke and Lathan (1976) give a comprehensive definition of job satisfaction as pleasurable
or positive emotional state resulting from the appraisal of one’s job or job experience. Job
satisfaction is a result of employee's perception of how well their job provides those things that
are viewed as important. According to Mitchell and Lasan, (1987), it is generally recognized in
the organizational behavior field that job satisfaction is the most important and frequently
studied attitude. While Luthan (1998) posited that there are three important dimensions to job
satisfaction, Job satisfaction is an emotional response to a job situation. As such it cannot be
seen, it can only be inferred, Job satisfaction is often determined by how well outcome meet or
exceed expectations. For instance, if organization participants feel that they are working much
harder than others in the department but are receiving fewer rewards they will probably have a
negative attitudes towards the work, the boss and or coworkers. Job satisfaction represents
several related attitudes which are most important characteristics of a job about which people
have effective response. These according to Luthans are; the work itself, pay, promotion
opportunities, supervision and coworkers.
Job satisfaction of a sewer attendant depends on the conditions in a given job Ebru,( 1995).
An attended that cannot get a sufficient wage will be faced with the problem of maintaining his
or her family's life. Job satisfaction cannot be talk of where there is absence of motivation. Job
satisfaction of the person who has an important place in the information society will affect the
quality of the service he renders. In this respect, the question of how the material and moral
element affect the job satisfaction of the sewe attendant gains importance Ebru,( 1995).
Other researchers. MacDonald, (1996;) O'Toole, (1980) argue in favour of the control of job
satisfaction by factors intrinsic to the workers. Their arguments are based on the idea that
workers deliberately decide to find satisfaction in their jobs and perceive them as worthwhile.
Studies of job satisfaction and seem to consistently show there is a relationship between
professional status and the job satisfaction. High levels of job satisfaction are observed in those
professions that are of good standing in society. Age is one of the factors affecting job
satisfaction. Different studies conducted show that older workers are more satisfied Davis,
( 1988 ). Kose (1985) found a meaningful relationship between the age and job satisfaction;
Hamshari (1983), age and professional experience Delia 1979; Hamshari( 1986).
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