NEW APPROACHES IN HRM

93 Ø the target group to be trained which may include among other individual workers, groups, teams, departments, or the entire organization. Coaching Learning Coaching Learning & Development is normally integrated within & Development the HR function. In most organizations the approach is generally aligned with business needs, even though some experience difficulties in achieving alignment. The key objectives of coaching learning and eLearning are to develop talent to utilize the benefit to maximize profit for the organization. However, some organizations believe that equipping line managers should be a key focus to improve performance because when the line manager is well informed, it will facilitate the team members to work effectively. Training and development are often used to close the gap between current performance and expected future performance. Training and development fall under HRD function which has been argued to be an important function of HRM (Weil & Woodall, 2005). Amongst the function's activities of this function is the Identification of the needs for training and development and selecting methods and programs suitable for these needs, plan how to implement them, and finally evaluating their outcome results (McCourt & Eldridge, 2003). Therefore, it seems very valuable to develop training across coaching, mentoring, and eLearning because then companies who put their staff through this form of training can feel confident about the quality and robustness that their employees will be. It is argued that mentoring offers a wide range of advantages for the development of responsibility and relationship building (Torrington et al., 2005). Nevertheless, the organization needs to understand the training need of its employees to be able to design and deliver adequate rational. Designing, delivering, and evaluating learning and development is a key practice for human resources management and especially human development professionals (Stewart & Cureton, 2014). The literature on evaluation of training methods continues to increase, Campbell (1988) has identified that the largest category of studies involves a comparison of a single training method to another method or a control condition with no training. Moreover, the nature of training and ongoing development (coach supervision) required to enable line managers to coach effectively.