Organizational success is directly tied to the quality of training programs and the development of their employees’ skills and performance. However, only some training courses are effective in fostering the desired changes. The four reasons stated by Defeo in Juran’s Quality Handbook for the failure of some training programs are:
Lack of Management Commitment: Management conveys the impression that training is not a priority when it refuses to actively support and participate in the program (Defeo, 2017). This lack of dedication might make the program less successful.
Poor instructional design: Training sessions must be created in a way that is pertinent, interesting, and suited to the individual requirements of the participants. Participants may only find the training useful or appropriate to their jobs if the instructional design is adequate, has clear objectives, has out-of-date information, or uses inefficient delivery techniques.
Insufficient Follow-Up and Reinforcement: Training should not be a one-time occurrence. In order for behavior to change, it has to be continually reinforced and followed up on. Participants are more prone to return to their former habits without reinforcement activities like coaching, mentoring, and performance feedback.
Failure to Address Organizational Limitations: Organizational limitations might prevent training application to behavior change. These constraints include insufficient resources, incompatible performance metrics, and cultural norms (Defeo, 2017). If these restrictions are addressed, participants could be able to apply what they have learned because of the organization’s limits.
In my opinion, a lack of commitment from management is the most critical factor contributing to the failure of training programs (Defeo, 2017). When senior management does not show they care about the training program, employees may wonder why they should bother. Employees’ motivation and support for the training and any subsequent behavior change might need more commitment.
Cultural differences can also contribute to the failure of training programs to change behavior in addition to the author’s listed factors. The attitudes and views people hold about training and development differ among cultures. For instance, certain cultures may prioritize practical experience and learn from experience more than others. These cultural variations may impact how employees see and participate in training programs, affecting their willingness and capacity to modify behavior.
PART 2
The original function of the “scorecard” approach in strategic planning and performance excellence was to give a full and fair picture of how well a company was doing in all relevant areas (Chavan, 2009). It is a helpful tool for keeping tabs on how far down the path to success a company is. Financial results, customer happiness, internal operations, and progress toward goals are just a few key performance indicators commonly included in scorecards.
A company’s environmental sustainability and performance are the primary areas of attention on an “environmental” scorecard. Key Performance Indicators (KPIs) for the company’s energy use, waste production and disposal, greenhouse gas emissions, water use, and compliance with environmental standards (Chavan, 2009). An environmental scorecard is a helpful tool for keeping tabs on a company’s environmental impact, pinpointing problem areas, and bringing daily activities into line with long-term sustainability objectives.
Auditors should keep a cooperative and collaborative approach to avoid clashing with the people they are auditing. Here are two examples of how auditors can audit without clashing:
Auditors should keep lines of communication open with the auditee and be utterly transparent in their dealings. Auditors can gain the auditee’s trust and reduce opposition by outlining the audit’s context, scope, and goals in advance. In addition, they should keep the auditee apprised of developments and respond to their inquiries and concerns as they arise.
Auditor feedback and recommendations should be given politely and productively during the audit. Auditors should not only point out flaws or errors but also identify successes and areas for growth. Auditors may create a helpful auditing atmosphere by working together and stressing the need for constant improvement.
References
Chavan, M. (2009). The balanced scorecard: a new challenge. Journal of management development, 28(5), 393–406.
Defeo, J. A. (2017). Juran’s quality handbook: The complete guide to performance excellence. McGraw-Hill Education.
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