Introduction
Training and development prove to be an integral organizational objective of any business entity. It is the core strategy and pervasive approach to maintaining a workforce that can raise and sustain the overall competitive advantage and niche in the market. The program aims at building personal, managerial, organizational, and professional capacity in the system. Effective training is geared towards achieving organizational goals and objectives. Therefore, corporate training curriculum developers purpose to streamline all the tenets of the instructional approach and objectives to align with the aims and objectives of the organization. In light of training in business organizations, the paper will focus on measures and factors that are of interest to the process of designing training and development in the organization.
Analyse the effectiveness of your organization’s training and development process.
Training effectiveness is a factor of the outcomes as measured regarding the improvement of the employees which includes skills, knowledge, and the resulting behavioural patterns resulting from the received training. For the organization's training and development process to actualize in light of the set goals and objectives, the training program must be flawless, organized, and timely and results-oriented (Arthur et al., 2003). Therefore, the effectiveness of the program cannot be overlooked. Training effectiveness analysis entails critically and objectively looking at the following factors as outlined in Kirkpatrick model (Bates, 2004). The model divides the effectiveness analysis into four distinct categories.
Level 1. Feedback and reaction
The organization gathers self-reports from the participants that indicate their attitudinal and affective opinion regarding the training. The reaction includes whether they believe that training was worthwhile, the areas they think taught them valuable information and finally whether they would consider recommending anyone to attend the same training (Noe, 2010).It is more of how the participants perceived the training.
Level 2. The learning outcome approach
According to Arthur, (2003), “the system tests the actual learning results and outcome of the training session” (235). The results are measured against the previously set objectives of the training on the skills, attitude, commitment, confidence and professional prowess of the participant.
Level 3. Behavioural criteria
The strategy is a pragmatic dimension that evaluates the ability of the participants to apply what they learned, teach others and whether they are conscious that the training influenced them in any way (AlYahya & Mat, 2013).
Level 4. The results criteria
AlYahya & Mat (2013) argues that “the actual outcome and benefit analysis is mirrored by the results and direct impacts to the organization as portrayed by the participants” (20). The results are in the form of employee retention, engagement, and increased productivity. Additionally, customer satisfaction and retention as evidenced by increased sales, turnarounds, decreased errors and fewer complaints also define the results criteria.
Explain the training needs analysis approach that your organization uses to define training needs.
Training needs analysis in the organization involves the process of identifying the desired need for training and consequently determining the training and development that will close the gap. Mathematically, the first step analysis is structured as
Training requirements = the desired professional performance and capability – existing and current capability (Gupta, 2011). See caption below.
Figure 2the diagrammatic representation of the need analysis
The approach is conducted in five steps as shown diagrammatically in the figure 3 below
Figure 3the diagrammatic representation of the need analysis
Step 1, determine the organizational goals, policies, and objectives.
Step 2, determine the current performance against needed performance
Step 3, conduct interview and surveys, review any existing training, observe the targeted employees
Step 4, conduct analysis (quantitative and qualitative). Get findings and relevant conclusions. Write report.
Step 5, present the findings to the officials and upon approval, and prepare for training.
Describe the process for capturing needs for individuals, groups, and the wider skills for the organization.
The group is keen to ensure that individual differences such as entry behaviour, skills, attitude, professionalism and productivity levels are catered for during the training. The steps are
Differentiating seasoned employees from new hires.
Differentiating the levels of education of the participant employees.
Distinguishing the learning outcomes as required for employees in different departments.
Setting up differentiated learning and training stations for the employees.
Differentiating the learning outcomes for groups and individuals.
Evaluate the effectiveness of at least three courses in this curriculum. For each course, address the following:
Interpersonal training course
The organization offers this unit to every personnel to ensure that the crew member learns how to formulate and keep positive relationships, better their communication built trust amongst each other and amicably resolve internal and external conflicts. Andragogy as stipulated and stated by Staff (2011) is applied where transformational and self-directed learning theories are the fundamental approach. The course measures the effectiveness of learning using the four strategy method using Kirkpatrick’s model and consequently aligning the education with the goals and objectives of the firm. Discussion is the key delivery channel for this course. Converge and diverge styles are employed in the course. For evaluation, level one reaction method is used.
Problem-solving course
For the course, the employees are taught on how to come up with informed, result oriented solutions to challenges and problems. The skills include problem identification, analysis, assessment of possible solutions, direct implementations and consequent follow and monitoring the outcomes progressively. Similarly like the interpersonal course, Andragogy as stipulated and stated by Staff (2011) is applied where transformational and self-directed learning theories are the fundamental approach. The course measures the effectiveness if learning using the four approach method by Kirkpatrick’s model and consequently aligning the learning with the goals and objectives of the firm. Discussion, simulations, role play and case studies are the key delivery channels for this course. Assimilator style employed in the course. For evaluation, level two (learning) and level three (behaviour) method is used.
Professional and legal course
Make your recommendations for changes to the training design and development process.
The employee training program has so far proved to be efficient in every way. However, some areas can be improved result to achieve more productive workforce.
Integrating the training program with real-time simulations.
The evaluation system should be formative and stretched out, the approach will ensure that small bits of the course and delivered and practically evaluated on the job before proceeding to the next unit.
Interdepartmental exchange program should be included in the training to foster diversity.
Experts and professional may be outsourced promote diversity in the practice.
Conclusion
The program has seen the employees become experts and masters of their respective roles. They can handle and deal with complex organizational mandates with ease and admirable professionalism. Therefore, designing effective training programs of proves to be the ultimate tool for corporate development and consequent competitive advantage within the market structures and systems.
References
AlYahya, M. S., & Mat, N. B. (2013). Evaluation of effectiveness of training and development: The Kirkpatrick model. Asian Journal of Business and Management Sciences, 2(11), 14-24.
Arthur Jr, W., Bennett Jr, W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: a meta-analysis of design and evaluation features. Journal of Applied psychology, 88(2), 234.
Bates, R. (2004). A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence. Evaluation and program planning, 27(3), 341-347.
Gupta, K. (2011). A practical guide to needs assessment. John Wiley & Sons.
Noe, R. A. (2010). Employee training and development. McGraw-Hill/Irwin.
Staff, T. C. (2011). Teal center fact sheet no. 11: Adult learning theories. Retrived from http://www. Commission. wcc. Edu/Data/Sites/1/commissionFiles/abe/training/ab e-ntt/mod-6-articles/ntt---module-6---fs-11-teal-center-adult-learning-theoryfact-sheet-air-logo-rev12-06-11. Pdf.