A Role of Transfer Climate and Transfer Systems for Positive Results of Training Programs - Case Study Example

?Case Study Analysis The School Board Question Introduction Carlos training program was intended to teach active listening, upward communicationand brainstorming; although training sessions seemed to be effective but in actual it did not work (Saks and Haccoun, 2010). Analysis There are number of barriers to transfer operating of Carlos training program in the actual work routine of an office or a school which hindered the successful results of training. When Carlos asked to the participants, one of the participants explained, “Supervisors don't get it and continue to call the shots. The only thing they know about communication is downward," she said. "Maybe they should have attended your training program! (CS)" Well this ensures that not only subordinates needs to change, the change must be bring in throughout the system. So the first barrier to transfer could be supervisors’ bossy attitude (attitudinal barrier) and lacks of support of top management(structure barrier), supervisors usually do not promote the change where they need to share their decision making authority and to listen to subordinates. Secondly there was a possibility that inappropriate communication channel (channel barriers) was used to deliver the message, lastly these types of training sessions should be attended by each level of managers so each manager can make effort to promote effective communication and listening. As far as school board is concerned, barriers to transfer remains the same but the scenario is a bit changed therefore it impacts the nature of barriers as well. In a school environment, teachers suppose to initiate the change and make sure the implementation by students, so the important barrier to transfer operating at the school board can be lack of teacher’s initiative to implement and support the implications of training. After the training, continuous learning (DeCenzo and Robbins, 2005) is required at the school to the students which enhances their performance and encourages participation, so if it’s not provided it can be a source of discouragement to students. The another barrier is common between organisations and school, that is inappropriate use of communication channel (Noe and Winkler, 2009) for example if a teacher uses only verbal communication to deliver lectures than it might be not that effective as it can be if slides are used to deliver the lecture. The other important barrier to transfer operations can be existing infrastructure of the school which is inefficient to support the change. Lastly if the principal or the deputy head is not taking follow ups on improvement than it might slow down the process. Conclusion There are number of barriers to transfer operating at office environment and school board, which are quite similar but due to the change in nature, there are some variations. Question # 2: Introduction Carlos could have conducted surveys regarding individuals’ point-of-views regarding work environment, leadership, decision making and participation, continuous learning, and communication which could have improved the success rate of post training implications, Carlos could have involved managers from all levels of hierarchy to increase the acceptance level. He could have taken continuous feed back before the training program and assessment test after the program (Saks and Haccoun, 2010). Analysis Carlos spent a lot of time in understanding the communication problems but he could have designed the training in a more effective manner. He could have conducted surveys before training program to know individuals’ thinking regarding work environment, leadership, decision making and participation, continuous learning and growth, and communication (Bhattacharrya, 2009). This supposed to aim on judging individual’s perception about work environment, that what kind of work environment satisfies them so Carlos could have work on motivational factors to promote effective learning (Newman and Hodgetts, 1998). And communication; secondly the survey supposed to judge leadership point of view of individuals, that how they want their leader to be and what traits they seek in their leader and in their view how leadership can be made better (Arthur, 1994), in this way Carlos could have incorporated the leading point-of-view in the training program to make the program more interesting; thirdly the survey could provide Carlos with individuals’ point-of-views regarding decision making and participation, it supposed to interrogate what level of participation in decision making process is encouraged in their organisation and what level of participation they feel important for self and organisational growth, in this way Carlos could make effective efforts for improving communication and level of participation between supervisors and subordinates during decision making process; fourthly the focus of survey on continuous learning and growth could have provided Carlos with a view point that how continuous learning and growth improves employee performance and confidence which also improves his capability of listening, thinking and communication; as a whole this survey will provide the interlink age of above under considered factors with effective communication, the focus on above discussed points could allow Carlos to be more productive in designing the training program (Huselid, 1995). To measure the effectiveness of training program Carlos could have taken continuous feedback during the training program, so he could work on deficiencies and come up with more effective solution; while to verify the expected implications Carlos could have taken the assessment test on a sample of targeted population. Conclusion A survey before training program could have provided a deep insight on factors effecting effective communication and listening, where as continuous feedback from participants during the program could have helped Carlos to improve, and assessment test after the program could have increased the success rate of training efforts made by Carlos. Question # 3: Introduction The role of organisational climate is very crucial for transferring of training, whereas transfer system plays an equally important role for the successful results of training. Supportive transfer climate and efficient transfer system might have contributed largely to the transfer problem at the school board (Saks and Haccoun, 2010). Analysis Organisational climate includes factors that influence the use of expertise and learning gained during the training program, therefore role of organisational climate is very crucial for transferring of training (transfer climate). Supportive organisational climate is a key to successful implementation of skills and knowledge gained during training program, if the management is not supportive is not enough than it is not possible for the trainee to use acquired skills and knowledge (Carolyn, 1997). Transfer system refers to the structure and communication transfer channels of an organisation. Unclear organisational structure may create confusion in communication; employees may get confused what to communicate to whom whereas clear organisational structure enables employees to communicate right message to the right person, therefore organisational structure plays a very important role in the use of skills and knowledge gained during the training program and to increase the success rate of the program (Noe and Winkler, 2009). Whereas communication transfer channels of an organisation also plays a very important role in the effective communication, use of knowledge and skills gained during training is largely dependent on the appropriate use of communication channels in the organisation as technological advancement has given new face to the process of communication therefore strong and appropriate communication transfer channels is very important to promote efficient communication and to reduce communication barrier (Stephens, 2010). This case analyses the effect of training program at the school board where this program showed poor results. The reasons of this failure possibly could have been poor organisational climate and transfer system. Support of management and teachers to students could have improved students participation in the class and their performance where as it could also improve the communication between management and teachers which could contribute largely to the problem of poor communication and listening. Whereas efficient transfer system could have improved the flow of communication and made easy for students to practice knowledge and skills gained during the training program and it could also help staff to support the students in improving their skills (Noe and Winkler, 2009). Conclusion Transfer climate and transfer systems play a very important role for positive results of training program. Supportive transfer climate and appropriate use of transfer system could have largely contributed in improving the communication and listening at the school board. Question # 4: Introduction Outcome of any training program can be evaluated through comparing the performance of trainees before and after the training and development program. Carlos should evaluate the outcomes of any future training course by measuring actual performance against standards set (Saks and Haccoun, 2010). Analysis Carlos should evaluate the outcomes from any future training course by a systematic evaluation process. Carlos should first conduct a test before the training to know the current performance level and behaviors of participants, than he should set standards to measure the outcome of training program, than at the end of the training course he should evaluate the actual performance of participants with standards set. He should also compare pre-training performance with post-training performance of employees to ensure the improvement and development attitude and performance. This will help Carlos to evaluate its training efforts (Noe and Winkler, 2009). With keeping the record of participants’ pre-training performance, Carlos should also keep the record of organisational performance before the training and he should compare the organisational performance after the training course of employees with it to evaluate the impact of training program. Carlos should also evaluate the measurable benefits to an organisation after training such as productivity, efficiency and sales revenue; increased level of organisational’ productivity can reflect the improvement in employees’ performances because of training course, increased level of organisational efficiency after training course can ensure the individual employee work efficiency, whereas increased sales revenue after the training course can act as a measure to evaluate the increased skills of employees (Noe and Winkler, 2009). To evaluate the outcome, Carlos should also analyse the reaction of participants after the completion of training course. By taking their feedback, Carlos can evaluate the whole training program in terms of effectiveness. He should ask questions from participants about how useful they find the training, how challenging they find it, how interesting they find the material discussed in the training and how structured they find the whole training program. Answers of these questions will provide Carlos a criterion to measure efforts made for training and will help him to improve his training design for future training courses. Conclusion Evaluation methods suggested to Carlos will help him to measure the outcome of future training course and will also help to evaluate the design of training program. As a whole evaluation process will allow the Carlos to improve the productivity, design and structure of the training program, and to improve the performance of participant and organisation. List of References Arthur, J 1994, Effects of human resource systems on manufacturing performance and turnover. Academy of Management Journal, vol. 37, pp. 670-687. Bhattacharrya, D 2009, Compensation Management. Oxford university press, India. Carolyn, W 1997, What motivates employees according to over 40 years of motivation surveys. International Journal of Manpower, vol. 18, no. 3, pp. 263 – 280. 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