Leadership Capacity Development Training - Coursework Example

Leadership Capacity Development Training Name Institution Date Abstract Training constitutes one of the most important tools for leadership capacity development. Leadership capacity development involves the process of strengthening intra-institutional, institutional, organizational and procedural capabilities of institutions, individuals and organizations responsible for a development task. The tools needed for leadership capacity development are distinct forms of training, learning by doing, and exposure activities. These tools are referred to as training events. The target groups consist of representatives of organizations or institutions and not participants as individuals. They are representatives responsible for the different leadership positions. The purpose of leadership capacity development training is to enable the trainees execute their tasks and duties competently. Capacity development goes far beyond the development of technical skills. It is more than training. In this case, it involves such elements as strengthening integration and cooperation among the trainees and their institutions, building awareness, and strengthening of integrative and regulative framework. Leadership capacities can only be built up if the training event results to a practical application. Table of Contents Abstract 2 Overview Statement 7 Characteristics of ABU DHABI MEDIA HMR 7 Training Needs Assessment 10 Knowles 12 McClusky 13 Illeris 14 Jarvis 14 Self-directed Learning 14 Transformational Learning 15 Experiential Learning 16 Process 17 Training Model 18 Motivation for the adult learners: 21 Time: 21 Pedagogical considerations: 22 Orientation: 22 Information: 22 Application: 22 Evaluation: 22 Learning Styles to be used 22 Assessment of the training model 24 Key to techniques or tools used: 24 Units of competency code 24 Unit of competency name 24 Check (X) technique that applies 24 PROD 24 QUES 24 Comments 24 References: 25 Introduction This leadership capacity training is designed for those leaders who are struggling with skills of managing people. It is suitable for teams or people lacking the productivity to deliver the desired result. It is also suitable for those people whose expectations are frequently violated and who avoid addressing tough topics, those who feel awkward in recognizing the positive performance of an individual or those who find it a challenge talking about the poor performance of others. Leadership capacity in this case comes from the direct outcome of conversations that a leader holds. When the leadership capacity is diminishing, it means that a leader is not holding conversations addressing discontent, culture of frustration, low morale, decreasing retention, inappropriate behavior, broken commitments, and lack of accountability, poor performance, and violated expectations (Cummings & Worley, 2005). In this respect, it is important that anyone holding a position in leadership needs training so that he or she can learn the framework or skills for holding those difficult but necessary conversations. The expansion of leadership capacity will lead to an improvement in performance, increased results, retention, morale, increased employee motivation, reduced inefficiency and increased accountability (Gilley &Maycunich, 1998). Human Development trainers specialize in training employees in different organizations. They conduct their training in the work place environments where formality and bureaucracy is high, and which are constituted mainly of adults. In other words, they conduct adult learning training in diverse work place environments. The environment has educated people and most of the work makes use of technology in every aspect of work ranging from data handling to communication. Many employees trained are in workplace environment which, for them to be at a pace with the work demands, need advancement in learning. This learning advancement will enable them acquire the necessary skill, hence furthering their expertise, both to their benefit and to the company's benefit. In this case, theories related to adult education are relevant in teaching employees. This is because the adults require a specialized form of the learning process, which can be offered in training, which incorporates these theories. This paper will therefore discuss, among other theories, the theories of self directed learning, transformational learning and experiential learning, showing their applicability at the same time. Components of Training The objective of corporate training, which could be informal or formal, is to boost productivity and performance by improving employee competence and engagement in their role. The creation of a training program however, is not done in the same way for all the trainings. The best training programs are those in which the focused efforts are aimed at ensuring that the trainees deliver measurable outcomes and create employees who are highly effective. In order to meet these targets, a successful and well organized corporate training program has a number of components. First, it is important to note that the structure of corporate training has two branches. These are on-boarding or new hire training and continuing education for the existing employees. For the on-boarding or the new hire training, performance expectations are clearly set. In addition, this kind of training offers employees with the skills that are necessary for performing their tasks or role in the organization. On the other hand, the continuing education for existing employees improves or adds skills to the current employees. Apart from adding new skills to the current employees, this kind of training creates new opportunities in the organization for advancement. Besides, this kind of training sets in the organization, new performance goals. Irrespective of whether it is new hire training or training for existing employees, all training programs have four main components (Cummings & Worley, 2005). The first component is that they focus on ensuring that the trainees understand the company goals, mission and needs. The basis of effective training programs in this case is the measurable and specific outcomes that are obtained by conducting a direct analysis of the future goals and the current needs of the company. The second component of a training program is that it should have a curriculum that is outcome-focused. In this case, corporate trainings should bring together engaging learning activities, teaching, and communities that offer employees with improved or new skill sets, company engagement, and improved performance expectations. In order for these training programs to be most effective, they must be offered or delivered or conducted to the level of the current knowledge base or skills of the employee (Greiner & Cummings, 2004). The third component of a training program is that it should have deliverable results. In this case, it means that the employee learning or the training of employee programs should be directed toward offering or producing demonstrable skills or measureable results based on the defined goals, mission and needs of the company. The fourth component of a corporate training program is the continuous process improvement. In this case, a corporate training program can only be said to be successful or effective if it meets the existing needs of the company. In this case, it is critical to integrate the feedback of the user with the analysis of the program to evaluate the effectiveness of the training program on a regular basis. If the training program is designed with the company needs or the employee needs in mind, a well-executed and –organized corporate training plan will produce engaged and competent employees. In return, the trained employees apply their new motivation and skills to boost the company productivity (Cummings & Worley, 2005). Overview Statement For the corporate training needs, our firm has gone an extra mile to bring the training process closer to your employee needs. We have done vast and comprehensive research in order to spot the specific human resources issues and the consequent training options. We meet the company’s goals, yet at a fee that is pocket friendly. We give priority to our training. The evaluation of the impact of the training has always placed our company on top. We take pride in the most successful products we produce. Be part of our clients and have your employees acquire great skill that will take your organization beyond the current level. Characteristics of ABU DHABI MEDIA HMR The ABU DHABI MEDIA Organization is a media organization in the Middle East. It publishes a daily newspaper known as ABU DHABI MEDIA Today. Recently, the company hired 15 new mid-level managers. Because they are still know, the managers are not yet acquainted with the company. Therefore, in order to perform effectively, these new managers will have to be trained on a number of skills related to human resource management. The first skill is organizational skills. In this case, the kind of knowledge to be imparted on the managers will be that which make them understand that human resource management deserves an approach that is orderly. In this case, the employees will be trained on the value of personal efficiency, strong time management skills and organized files in bringing good organization in the company (Greiner & Cummings, 2004). The second human resource management skill to train the new employees on will be multitasking. The employees will be made aware that once in the organization; there will be times when they will be compelled to handle several tasks simultaneously. These tasks are all important and they all deserve maximum attention. Therefore, they trained on how to handle several tasks at a go. Third, the new employees are trained on another human resources management skill involving business ethics and discretion. In this case, the training of the new employees is done in such a way that they understand that they are company’s conscience as well as the keepers of the company’s confidential information. They are also trained on the ethical ways of approaching employees. The new employees should learn how to handle the confidential information appropriately without divulging them to any unauthorized person. The fourth human resource management skill that will need to be imparted on the new employees will be the skill of dual focus. In this case, the new employees will be encouraged to consider the needs of not only the management but also of fellow employees. In this case, they are trained so that they are ready and prepared for the times that they have to make decisions meant for protecting individuals and the times they decide to protect the company, its values and culture. In this case, whether the decisions are understood or misunderstood, the new employees are trained never to explain their choices since this would compromise confidential information (Cummings & Worley, 2005). The fifth human resources management skill that needs to be imparted on the new employees is the employee trust. In this case, the employees that serve under human resource professionals expect their managers to advocate and fight for their concerns. Therefore, the new employees are trained how to maintain employee trust while enforcing the policies of top management. If the new employees manage to pull off this tricky balancing act, they will have succeeded in winning trust from all concerned parties. The sixth human resources management skill that needs to be trained in ABU DHABI MEDIA organization is fairness. The new managers in this case will be trained so that they understand that to be successful, they need to demonstrate fairness. They are also trained on how to demonstrate this fairness. Consequently, they are encouraged to make clear communication. In this case, they have to hear people’s voices, they have to follow policies and laws and maintain respect. The seventh human resources management need that the new employees need to be trained on is the ability to dedicate to continuous improvement. In this case, the new employees will need to be trained in such a way that they can help managers in coaching and developing their employees with the goal of continued innovation and improvement in addition to remediation. They also need to be trained on how to employ technology in their offices as a way of improving the human resource function itself continuously (Cummings & Worley, 2005). The eighth human resources management skill that is needed in the company is strategic orientation. In this case, the ABU DHABI MEDIA Company will need the new employees to be forward-thinking. The reason for this is because the mid-level managers will influence the strategic path of the management and take leadership roles as well. The new managers will also gauge and fill the company’s labor needs, devise compensation schemes, and bring on board new sets of skills that leads to business growth. In order to accomplish this, they will need training on strategic orientation (Greiner & Cummings, 2004). Last, ABU DHABI MEDIA Company needs a human resources management skill involving team orientation. This is because things have changed and companies are no longer organized into levels of employees headed by supervisors. The team is the head today. Therefore, the newly hired managers should understand team dynamics so that they can find means of bringing various personalities together and making the team work effectively. Training Needs Assessment Before conducting the training exercise, the training needs of the ABU DHABI MEDIA organization have to be identified. The identification of these needs is done by assessing the leadership departments of the organization. The targeted leadership environment is scanned for information and data concerning needs. The collected data and information is analyzed to see if training will serve as the right remedy for addressing the performance discrepancy that called for the assessment of the training needs. In this case, the assessment has to be done carefully. This is because, after the assessment, the tool for knowing whether the performance discrepancy is or is not skill-related will be just a simple question. This question needs an answer of whether the participant could have been in a position of doing the particular task if his or her life wholly depended on it. If the response is yes, then it means that the deficiency of skill or knowledge was not the cause of the performance discrepancy. Being so, training will not serve anything better as an effective remedy (Cummings & Worley, 2005). Training needs identification is about diagnosing dynamic work environments as well as developing appropriate training plan to the needs of the identified target groups. Training needs assessment is therefore an important element in any kind of training process. In this regard, a manager needs to know a number of things concerning the training need assessment; first, the manager ought to about the purpose of the leadership capacity development training. Consequently, this training is meant for achieving effective performance. Training enables the managers to perform effectively. This is because the basis of the training is normally the knowledge of the task to be performed as well as the meaning of effectiveness under the particular circumstances. For a performance to be effective, specific outcomes or results need to be attained. Effective performance is measured in form of three components (Greiner & Cummings, 2004). These are competency, the requirements of the task or job, and the organizational development where there is the occurrence of poor performance. Under competency, it is important to know that managers are in a position to work and accomplish a task because they possess characteristic abilities. The abilities possessed in this case are termed competencies. In other words, competency refers to the capacity that the managers use in achieving particular results or the capacity that he or she brings to a given job. Competencies help in the measurement of the managers’ potential. They show what the managers can do, and not necessarily what they will do. This aspect is important because two managers can have equal potential of performing yet they produce different outcomes or results. This is because several environmental and personal factors may have come in and affects the way each put his or her potential into use to perform. That is why; it is not strange for a highly productive manager to start performing poorly. The second factor involving the work to be accomplished can be assessed on the basis of managers with the appropriate attitude as well as adequate skills and knowledge (Cummings & Worley, 2005). Theory-based Educational Approach Considering the above-mentioned human resources management needs, and considering the fact that the people to be trained are adults, it is important to conduct the training process in accordance with the arguments of different adult learning theories. This will be a way of understanding the trainees and ensuring that they are comfortable with the training plan. The following is the summary of the theory-based educational approach that is used in designing this training plan (Goldman Schuyler, 2004). Knowles The theory points out that, adults will only accept learning when they perceive it to be applicable in their lives. As people matures, their views on application of knowledge changes from the future to present. This implies that, adults will only seek to advance their knowledge when it can be applied at present. Knowles’ theory is generally based on the following principles; that adults need to know why they are learning something before they undertake it, they have a lot of life experience which forms the basis of their learning, they are self responsible and should be treated as capable of self-discretion and adults are motivated to learn something when it has immediate value in their real life situation (Atherton, 2011). The theory is much applicable in adult learning. First, the theory suggests that adults accept learning if it is useful in their lives. The changing technology, roles and environment in the workplace of employees that are trained necessitates them to learn good ways of adopting technology and enable them mange the positions they hold. Secondly, the theory emphasizes on self direction of the learners and that teachers therefore, should not dictate but instruct the adults. In this case, adult training does not involve employees just sitting in the classrooms and taking notes from the instructor. Finally, the employees that are trained are diverse and have a different experience in work and other aspects of life. The employees and the instructors therefore, should engage in a direct discussion through sharing of experiences (Cummings & Worley, 2005). . McClusky In McClusky’s theory, the employees require skills and knowledge in order to cope with the demands of changing roles and responsibilities as well as the changing technology. Employees are forced to go into a learning process so as to keep up within their workplace. Most of the work performed by the employees in their workplaces involve information technology and as such, they are required incorporate the new technology in the work place. As a result the employees weigh their ability to do their work and find a reason to go to a learning process to help them perform their work (Grieves, 2003). Illeris This theory proposes that most of the aspects of the learning process take place in the society. The learning process in this case should not be confined to classrooms but rather it should extend to the world we live in. With the advanced technology innovation such as the internet, the world becomes a global village and therefore the employees and the instructors communicate with each other in a very effective way. The changing roles and responsibilities in the society initiate the process of learning n the employees’ workplace (Cummings & Worley, 2005). Jarvis The application of this theory is important since it considers the fact that the employees taught in adult learning have a wide emotional experience from their workplace and other places the live in. This means that an interactive way of teaching the employees should be adopted as an instructional method. There is direct interaction between employees and the instructors whereby, the employees are and the teachers share their emotional experiences as a way of learning. Self-directed Learning A self directed form of learning is a learning process that involves the learners to take charge of their decisions regarding to learning. It reflects autonomy in learners whereby, they are not directed by the teachers. A self directed learning has three goals that is, to enhance the ability of adult learners to be self directed in their learning, to foster transformational learning as central to self directed learning and to promote emancipatory learning and social action as an integral part of self directed learning. Self directed learning uses three models; linear model, interactive model and instructional model. In Linear model, learners move through a series of steps which leads them in attaining their learning goals in a self directed way. Interactive models use two factors which interact to episodes of a self-directed learning. On the other hand, instructional models establishes a framework under which, instructors can integrate self directed learning methods in their teaching programs. A self directed-learning involves learners to assume primary responsibility in planning, implementation and evaluation of their learning experiences. The educational agents or resource only plays a facilitating role in the learning process. Personal attributes are crucial here in determining the success of the learner. The learners must desire and exhibit a preference in assuming responsibilities for learning and must be aware of the importance of the context in their learning activity (Cummings & Worley, 2005). Transformational Learning In transformational learning, the main focus is about change on the way we see ourselves and the world we live in. Generally, it has three important concepts, namely; experience, critical reflection and development. In the concept of experience, teachers try to link their explanations and illustrations to past experience of the learners, attempt to link learning to current learners activity at work and can use simulations such as games and role-play. In critical concept, learners reflect about their past experience and examine the underlying beliefs and assumptions that affect how they make decisions out of the experience. The development concept emphasizes on individual progress as an outcome of the learning process. In this concept, the learning process should result to a mature self who is open to experience, new people, new situations and new challenges and should handle them in a manner that portrays an educated individual. For an individual to transform through the learning process a significance difference should be noticeable in the way one thinks, acts and handle situations and challenges in the workplace and the world individual lives in (Grieves, 2003). This type of learning applies adult training. The instructor highly engages the employees through a two way teaching mode whereby, the teacher and students make deposits into each other and in the environment they live by sharing of life experiences. In this context, sharing of experiences plays an important role in the teaching process where instructor use these experiences and by linking them with the employees real life situations in their workplace enables him to deliver information well (Gilley & Maycunich, 1998). In addition, my training process aims at giving value to the employees in their working place. The program seeks to develop employees by equipping them with the necessary skills and knowledge to assist them remain relevant in their workplace and keep pace with the dynamic technology. Due to changing roles and responsibilities in workplaces, employees need to be provided with an education that will help them handle the new positions. As our training is aimed at adding value to the employees, transformational learning becomes useful and applicable in my field (Cummings & Worley, 2005). Experiential Learning Another type of learning is experiential learning. Experiential learning may be personal or environmental and involves learning from experience. It can happen in various ways including: when it involves the learner mentally, emotionally or physically, simulated experience and collaborative experience with others in the community. Learning is not just an isolated event in time but rather learners must connect what they have learnt to current experience and also future implications. In addition learners must reflect from an experience by trying to remember it and apply it in a current situation. Here, experience serves as the best way to learn by individuals. An individual brings in his biography to the situation to constitute the process of learning. As a process of learning, the individual returns to the experience by remembering it, attends to the feelings and challenge it provoked and tries to resolve the challenge in class guide by the teacher (Greiner & Cummings, 2004). Experiential learning is a useful tool in adult learning. The teaching program developed in adult learning makes use this tool as a teaching methodology whereby teachers uses employees’ past experience to guide them on how to handle a similar situation in their workplaces. In the training program, the facilitator assists the students to reflect on their experiences and encourage them to discuss them in class. The teachers also come up with simulation programs such as a problem based exercise that helps the students solve the problem. This experience based learning process helps the employees to solve similar or related problems in their workplaces appropriately (Grieves, 2003). Process The actual workshop plan designed in this case is in such a way that the adults are in a position of customizing the experience. By so doing, these learners will meet their goals while complementing their personal styles of learning. It is important to note that in this adult learning, as explained in the theories, the adult learners understand the power of classroom experience. In addition, these adult learners have certain predictable capabilities and preferences in learning, meaning that some of the learning principles to be applied will span various academic methods. In the workshop plan, a number of valuable, yet simple ideas will be incorporated (Grieves, 2003). Learning will be approached as a social activity. Therefore group activities will be encouraged to aid in the success of the learning experience. Second, learning will be integrated into life. This involves making connections to a learner’s life or work outside the classroom. This helps in providing the context for applying the acquired knowledge. Third, learning will be enabled by doing. In this case, learners will be encouraged to practice. Fourth, learning is encouraged by discovery. The learners in this case will have a chance of realizing solutions and ideas from their own knowledge and understanding. Fifth, is making fun in the learning process. In this case, adult learners benefit from a playful environment, which is non-threatening. The sixth idea is that of remembering that people have dissimilar mental receptors for new material. Some learners know something regarding a new material, while others do not know anything. The instructor therefore needs to be aware of this. Last is the assessment of the impact of the teaching (Cummings & Worley, 2005). Training Model Ref Skill Part of area to be trained Current knowledge or ability and required standard Activity or exercise Materials, tools, equipment Timings, venue, person responsible 1 Organizational Skills Keeping of personnel files Unknown speed in file location. they need to be speedy in locating personnel files A group of files are presented to the employees and asked to arrange them Files The trainees are given 20 minutes to do this. The 15 managers are grouped into three groups of five. A group leader is selected. It is responsible for 2 Multitasking Handling more than two employees at a go Unknown Current ability. The required standard is that the trainees should serve more than two people at ago but satisfactorily. The trainees group themselves in five. They take turn in which one serves the others so that each of the trainees speed is evaluated Time Thirty minutes are allocated to for this exercise. The trainer will supervise the groups 3 Business Ethics and discretion The way the approaches the employees will be assessed Unknown experience. The trainees are expected to approach employees ethically Each of the trainee will make a presentation on how he or she can approach an employee Not applicable 5 minutes is given to each trainee. It therefore takes a total of 75 minutes to finish this exercise. The trainer will supervise the groups 4 Dual focus The way to attend to both employees and organizational goals Unknown experience. The trainees are expected to understand how to balance their attention on employees and organizational goals Power point presentations Computer 60 minutes will be allocated to this presentation. The trainer will conduct the presentations 5 Employee trust The skills of winning employee trust Unknown experience. The trainees will be needed to understand various ways of developing employee trust Power Point presentations Computer 60 minutes will be allocated for this presentation. The trainer will conduct the presentations 6 Fairness The way to attend to and respond to all employees equally Unknown experience. The trainees will be trained on how they can have time to listen to, respond and attend to all employees impartially Lecture Lecture Notes 60 minutes will be allocated for this presentation.The trainer will conduct the presentation 7 Dedication to continuous improvement The way to improve on service delivery through technology use Unknown experience. The trainees will be trained on how to use different programs in computer in enhancing service delivery Practical sessions Computer Supervised by the trainer 8 Strategic orientation Influencing of strategic path of management and taking leadership role Unknown Experience. The trainees will be trained on how to influence the strategic path of the management while taking leadership roles Group discussion Writing materials The groups will be given 30 minutes to discuss. The trainer will supervise them 9 Team orientation Ability to work in a team Unknown experience. The trainees will be place in different teams and asked to present an exercise together Team work presentation Not applicable The groups will be given 30 minutes to discuss. The trainer will supervise them Motivation for the adult learners: Why learn leadership capacity? Where and when is leadership development capacity used? What are the significances for learning leadership development capacity? Time: All materials are prepared a head of time. The learners should assemble ten minutes early before the commencement of the class. The teacher should have set all the necessary items five minutes early before the class commences. Pedagogical considerations: These refer to the learning theories and pedagogical models that facilitate incorporation of the teaching of the leadership capacity. Orientation: This will be used to assist the learners in adjusting to content being taught or environment. It includes schedule, prerequisites, summaries, overviews, objectives and preview. Information: This refers to the content that the learners need to master. The learners should therefore, be in a position of inferring outcomes, identifying concepts, performing tasks, recalling data, controlling and explaining events, understanding cases and evidence, examples and definitions, skill steps and demonstrations, evidence and facts (Farmer & Associates, 1997). Application: This focuses on the way learners demonstrate learning through remediation, feedback, prompting and practice. Evaluation: This refers to the assessment of what the learners have obtained. The assessment seeks to find out whether the teacher delivered relevant content or whether the method of instruction was appropriate. Learning Styles to be used   Characteristic Method of learning Usually enjoy Types of emphasis Types of reinforcement Action words Visual (approximately sixty five percent of the learners) Seeing what they learn Watching Reading Outlines, patterns/bold, bold colors, Charts Graphics, concept maps, Writing notes. Draw, See, look Auditory (approximately thirty percent of the learners) Hearing what they learn Listening Discussing Important ideas through tones and voice inflections Speaking aloud Speak, Hear, say Kinesthetic (about five percent of the learners) Moving around while learning Doing Physical involvement Examples, Analogies, anecdotes,  Simulating tasks, Writing on flip charts Demonstrate, Feel, do Assessment of the training model Key to techniques or tools used: PROD — Product resulting from an activity QUES — Questioning Comments — Comment from the trainees Units of competency code Unit of competency name Check (X) technique that applies PROD QUES Comments 1 Organizational Skills 2 Multitasking 3 Business Ethics and discretion 4 Dual focus 5 Employee trust 6 Fairness 7 Dedication to continuous improvement 8 Strategic orientation 9 Team orientation References: Cummings, T. G., & Worley, C. G. (2005).Organization development and change (8th ed.). Mason, OH: Thompson-Southwestern. Davies, A., & Thomas, R. (2000). Gender and human resource management: A critical review. International Journal of Human Resource Management, 11, 1125-1136. deGeus, A. (1997). The living company: Habits for survival in a turbulent business environment. Boston: Harvard Business School Press. Devos, A. (1996). Gender, work and workplace learning.Studies in Continuing Education, 18, 110-121. Dobbs, K. (1999). To have and have a lot: Trainers’ salaries, 1999. Training, 36(11), 26-38. Elliott, C., & Turnbull, S. (2003). Reconciling autonomy and community: The paradoxical role of HRD.Human Resource Development International, 6, 457-474. Farmer, H. S., & Associates. (1997). Diversity & women’s career development: From adolescence to adulthood. Thousand Oaks, CA: Sage. Federal Glass Ceiling Commission. (1998). Washington, DC: U.S. Department of Labor. Fenwick, T. J. (2004). Towards a critical HRD in theory and practice.Adult Education Quarterly, 54, 193-210. Fenwick, T. J. (2005). Conceptions of critical HRD: Dilemmas for theory and practice. Human Resource Development International, 8, 225-238. Fenwick, T. J., &Bierema, L. L. (2008). Corporate social responsibility: Issues for HRD engagement. International Journal of Training and Development, 12, 24-35. Fletcher, C., Boden, R., Kent, J., &Tinson, J. (2007). Performing women: The gendered dimensions of the U.K. new research economy. Gender, Work and Organization, 14, 433-453. Freeman, R. E. (1984). Strategic management: A stakeholder approach. Boston: Pitman. French, W. L., & Bell, C. H. (1999).Organization development: Behavioral science interventions for organization improvement (6th ed.). Upper Saddle River, NJ: Prentice Hall. Godwick, S. (2004). Gender pay differential in HR salaries is £8k: Research blames absence of women at senior level. People Management, p. 10. Gilley, J. W., & Maycunich, A. (1998).Strategically integrated HR: Partnering to maximize organizational performance. Reading, MA: Addison-Wesley. Goldman Schuyler, K. (2004). Practitioner—Heal thyself! Challenges in enabling organizational health. Organization Management Journal—Emerging Scholarship, 1(1), 28-37. Greiner, L. E., & Cummings, T. G. (2004). Wanted: OD more alive than dead. Journal of Applied Behavioral Science, 40, 374-391. Grieves, J. (2003).Strategic human resource development. London: Sage. Read More

Components of Training The objective of corporate training, which could be informal or formal, is to boost productivity and performance by improving employee competence and engagement in their role. The creation of a training program however, is not done in the same way for all the trainings. The best training programs are those in which the focused efforts are aimed at ensuring that the trainees deliver measurable outcomes and create employees who are highly effective. In order to meet these targets, a successful and well organized corporate training program has a number of components.

First, it is important to note that the structure of corporate training has two branches. These are on-boarding or new hire training and continuing education for the existing employees. For the on-boarding or the new hire training, performance expectations are clearly set. In addition, this kind of training offers employees with the skills that are necessary for performing their tasks or role in the organization. On the other hand, the continuing education for existing employees improves or adds skills to the current employees.

Apart from adding new skills to the current employees, this kind of training creates new opportunities in the organization for advancement. Besides, this kind of training sets in the organization, new performance goals. Irrespective of whether it is new hire training or training for existing employees, all training programs have four main components (Cummings & Worley, 2005). The first component is that they focus on ensuring that the trainees understand the company goals, mission and needs.

The basis of effective training programs in this case is the measurable and specific outcomes that are obtained by conducting a direct analysis of the future goals and the current needs of the company. The second component of a training program is that it should have a curriculum that is outcome-focused. In this case, corporate trainings should bring together engaging learning activities, teaching, and communities that offer employees with improved or new skill sets, company engagement, and improved performance expectations.

In order for these training programs to be most effective, they must be offered or delivered or conducted to the level of the current knowledge base or skills of the employee (Greiner & Cummings, 2004). The third component of a training program is that it should have deliverable results. In this case, it means that the employee learning or the training of employee programs should be directed toward offering or producing demonstrable skills or measureable results based on the defined goals, mission and needs of the company.

The fourth component of a corporate training program is the continuous process improvement. In this case, a corporate training program can only be said to be successful or effective if it meets the existing needs of the company. In this case, it is critical to integrate the feedback of the user with the analysis of the program to evaluate the effectiveness of the training program on a regular basis. If the training program is designed with the company needs or the employee needs in mind, a well-executed and –organized corporate training plan will produce engaged and competent employees.

In return, the trained employees apply their new motivation and skills to boost the company productivity (Cummings & Worley, 2005). Overview Statement For the corporate training needs, our firm has gone an extra mile to bring the training process closer to your employee needs. We have done vast and comprehensive research in order to spot the specific human resources issues and the consequent training options. We meet the company’s goals, yet at a fee that is pocket friendly. We give priority to our training.

The evaluation of the impact of the training has always placed our company on top. We take pride in the most successful products we produce. Be part of our clients and have your employees acquire great skill that will take your organization beyond the current level.

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