This Is A Simple And Well Designed Training Program: Practical and Easy For A Small Company
Maximum results in an organization are a result of a well-designed training program. Training needs analysis identifies priority gaps and requirements in relation expertise and experience of employees. A well-executed training program results in overall productivity of an organization. Employees perform better with additional knowledge, skills, and attitudes. This paper covers the training program prerequisite to move the company in the right direction.
The following topics include a design of a two (2) day training program, training needs and the approach used to meet these requirements, the training objective, training costs, and the training methods used to deliver the training program.
Design a two (2) day training program for a group of twenty (20) employees.
Kirkpatrick &Kirkpatrick (2016) state the purpose of training employees in an organization. Day one (1) of the training focuses on performance improvement of participants. Other key indicators include customer service, exceeding clients’ expectations, and understanding emotional intelligence, effective listening, and dealing with irate customers. Quality assurance director will be the primary facilitator and special guests during the two (2) day training program to the organization realize its goals. The guests are an instructor and an actor. Day two (2) will focus on training activities that will help the team of twenty (20) employees out-perform their tasks with sufficient learning characteristics. Team building, improving morale, and understanding the enhanced attendance policy will be the agenda of the second day. At the end of the training program, an evaluation through questionnaires will be carried out (Phillips & Phillips, 2015).
Identify two to three (2-3) training needs through Training Needs Analysis (TNA) and justify an approach to this training
The training program should factor in the needs, objectives, subject content, participants and the best schedule (Blanchard &Thacker, 2013). A survey of the twenty (20) staff, bosses, and others who are familiar with the job and how the performance, including subordinates, peers, and customers is carried out. A simple survey will be developed to provide the information about the needs as they see them. The topic to be considered will answer the question on how employees’ morale and performance can improve with the ultimate goal to exceed customers’ expectation. The resulting list becomes the survey form. All participants are asked to complete the survey by putting a check in on each topic so that the responses can be quantified. A tabulation of the resultant responses with the sums weights gives a score for each subject.
An advisory committee that represents different departments and levels within the organization justifies the final decision (Kirkpatrick & Kirkpatrick, 2016). Consequently, the committee helps to determine subject content for training programs, informs board members of the efforts of the training department to provide practical guidance, provides empathy regarding the needs seen by their subordinates, and stimulates support of the programs by involving them in the planning. The priority training needs for the program is the improvement of employee performance and morale, effective listening, and exceeding customer expectations.
Test and inventories are used to determine training requirements by the identification of the knowledge, skills, and attitudes that a supervisor should have and develop the subject content. A test that measures the knowledge, skills, and attitudes, is designed and given to participants as a pretest. After that, an analysis of the results is carried out on the subject content. Another approach purchases a standardized instrument, for example, the sixty-five-item instrument titled ‘management inventory on managing change’ discussed by Kirkpatrick &Kirkpatrick (2016).
Develop the training objectives for the training program based on an analysis of the business.
The 2-day training program guides the achievement of the goals of the organization within the 2017/2018 financial year. Firstly, all the participants’ background, training, demographics, educational level, overall attitude, routine job tasks, workflow, and expectations will be stipulated clearly. Secondly, the development of objectives targeting performance and morale champions, listening skills and knowledge of customer expectations proceeds. Silberman & Biech (2015) points out that the participants are expected to present the organization’s goal to the rest of the staff for improved performance and morale of employees, development of effective listening skills, emotional intelligence, dealing with irate customers, and implementation of the attendance policy. All changes will be evaluated quarterly within the 2017/2018 financial year.
Determine the training cost for the training program you are proposing. Include a detailed breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the project as a whole
The table below shows the direct and indirect costs to deliver the training program. Direct costs include accommodation, facilitators’ fee, training allowances, food, and beverages. The indirect costs cover the need assessments, facilitators’ preparation, and the administrative training. The participant compensation and the evaluation cost must be included to determine the total cost (Blanchard & Thacker, 2013)
|Expense||Rate (USD)||Duration||Price (USD)|
|Transport||Fuel (Bookings, planning, moving equipment) @ 250/day||4 days||1,000|
|Accommodation||3 star hotel (20 participants and 3 facilitators) @ 150pp||2 nights||6,900|
|Conference room (free WIFI, free parking)||Course handouts (lump sum)||2 days||1,000|
|Stationery (lump sum)||2 days||750|
|Company laptops||2 days||0|
|Company projectors||2 days||0|
|Drinking water||2 days||100|
|Meals||Breakfast, 2 Tea breaks, lunch and dinner @ 85/day for 23pax||2 days||3,910|
|Others||Facilitators fee for three @ 2500/day||2 days||15,000|
|Training allowance @ 500/day for 20 Pax||2 days||20,000|
|Miscellaneous||Including branded T-shirt, caps, etc. (10 % of total cost)||4,866|
Select key training method(s) to deliver the program to employees, such as an e-Learning module or a one-day face-to-face training program
The training will incorporate different training methods. Alnemary et al. (2015) point out the use of visual training to include written instructions, diagrams, handouts, overheads, videos, and other visual information. Audiovisual aids the facilitator to maintain interest and to communicate. Likewise, all participants are expected to respond to the facilitators, audio-conferences, discussion groups, and Q & A sessions. In addition to the above, they will handle a short e-learning module program, drill, and practice, and simulation of an application (McCutcheon et al., 2015). Group and individual demonstrations of new procedures are participatory.
The group discussions center on case studies. Team building exercises and training will be held outdoors for the restoration of team morale.
During the first day, the facilitators will incorporate face to face training, presentations, and teamwork. These are theoretical concepts that do not allow interaction between the facilitator and participants as pointed out by Milhem et al., 2014. However, the trainers will involve the audience by constantly posing questions to them. On the second day, the same methods will dominate. The trainees will be allowed to demonstrate their skills through discussions and later present the results in front of the other team. Eventually, the participants will have had an interactive program with a high rate of retention of the facts.
Create an agenda of training activities for the training program
Establishing a comprehensive training schedule allows one to plan and organize the training events, so they run smoothly. The audience is defined, in addition to the facilitators’ time frame, learning objectives and topics. As discussed by Blanchard &Thacker, 2013, this way, the training program fulfills the purpose. Typical training agendas include managing change, negotiating effectively, making decisions and solving problems for professionals. The agenda has an introduction, ice-breaker activity, lecture, exercise, a test, and evaluation. The plan may also specify breaks and assignments.
Time is allocated to allow participants the opportunity to practice analyzing a situation, preparing a plan, implementing actions, overcoming obstacles and objections, and monitoring progress. Of importance are self-assessment activities that help participants determine their current ability to frame problems effectively so that they come up with solutions. During the subsequent training-agenda sessions, participants learn how to recognize and gather information about issues to determine assumptions.
The table below shows the training program for two (2) days.
|Day One (1)|
|8.30 – 9.30||Introduction: Opening remarks, the introduction of participants and facilitators, ground rules, expectations, goals and objective for the course, logistics, and pre-course assessment.
|9.30 – 10.05||Defining performance, morale; exercise||35 min|
|10.05 – 10.15||Q & A||10 min|
|10.15 – 10.30||Tea break||15 min|
|10.30 –11.15||Group work: effective listening skills||40 min|
|11.15 – 11.45||Case study: emotional intelligence||30 min|
|11.45 – 12.50||E- module: customer service||55 min|
|12.50 – 1.00||Q & A||10 min|
|1.00 – 2.00||Lunch break||1 hr|
|2.00 – 2.10||Warm-up||10 min|
|2.10 – 3.10||Dealing with irate customers||1 hr|
|3.10 – 3.25||Q & A||10|
|3.25 – 3.40||Tea break||15 min|
|3.40 – 4.40||Team building and mentoring skills: transferring skills; coaching the staff||1 hr min|
|4.40 – 4.50||Overview and reflection; e-module evaluation test of the day||10 min|
|4.50 – 5.00||Q & A Reflection and homework||10 min|
|Day Two (2)|
|8.30 – 8.45||Review of day one (1) homework||15 min|
|8.45 – 9.30||Case study: attendance policy||45 min|
|9.30 – 10.20||E-module: exceeding customer expectations||50 min|
|10.20 – 10.30||Q & A||10 min|
|10.30 – 10.45||Tea break||15 min|
|10.45 – 11.45||Working effectively with staff: stages of group development,
characteristics of effective groups, and building the team
|11.45 – 12.15||Group work: Leadership and leadership styles||30 min|
|12. 15 – 12.50||Building leadership skills: recognition, motivation, work
climate, tips for leading staff
|12.50 – 1.00||Q & A||15 min|
|1.00 – 2.00||Lunch break||1 hr|
|2.00 – 2.10||Warm up||10 min|
|2. 10 – 2.55||Team building and mentoring skills: types of feedback;
giving/receiving constructive feedback
|2. 55 – 3.25||Developing morale and performance champions||30 min|
|3. 25 – 3.40||Tea break||15 min|
|3. 40 – 4. 40||Overview and reflection; e-module evaluation test of the day||1 hr|
|4.40 – 4. 50||Q & A||10 min|
|4. 50 – 5.00||Closing ceremony, awarding of certificates|
Alnemary, F. M., Wallace, M., Symon, J. B., & Barry, L. M. (2015). Using international video conferencing to provide staff training on functional behavioral assessment. Behavioral Interventions, 30(1), 73-86.
Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed.). Upper Saddle River, NJ: Prentice Hall – Pearson.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation. Association for Talent Development.
McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of advanced nursing, 71(2), 255-270.
Milhem, W., Abushamsieh, K., & Pérez Aróstegui, M. N. (2014). Training Strategies, Theories, and Types. Journal of Accounting, Business & Management, 21(1).
Phillips, J. J., & Phillips, P. P. (2016). Handbook of training evaluation and measurement methods. Routledge.
Silberman, M. L., & Biech, E. (2015). Active training: A handbook of techniques, designs, case examples, and tips. John Wiley & Sons.