Improving the Training Course on the Employee Involvement Model - Business Plan Example

for Admin: The format of the order is as per the example provided. ADDIE Training Model: The Evaluation Phase “Employee Involvement in anOrganization” Evaluation The initial four phases (Analysis, Design, Development and Implementation) of the ADDIE course model have successfully been completed and this report presents the description and implementation of the evaluation phase of the course titled “Employee Involvement in an Organization”. The evaluation phase of the ADDIE course model facilitates to measure the effectiveness and efficacy of the training course as well as assists to improve the performance and productivity of the students / learners / employees in an organization. Developing and selecting appropriate evaluation tools are the core activities of the evaluation phase. Evaluation Instrument It is required to evaluate not only the participants (employees) of the training course but also the instructor’s performance as well as the course contents. In order to evaluate the instructor, course contents and participants, it is required to develop a mechanism for collection of data. The collected empirical data would be used to improve the training program. I have used the three (3) levels for evaluating the training program include: the Perception (level 1), Learning (level 2) and Performance (level 3). These three levels of the evaluation are used to determine five (5) Ws (Who, What, Where, When, Why) as well as ‘how’. I will measure the learners’ (employees) perception by mentioning who will conduct the evaluation, what would be evaluated, where and when it would be evaluated, why to evaluate and how it would be evaluated. In this regards, the following table shows the levels of the training program evaluation along with its description and implementation of the “Employee Involvement in an Organization”. Who What When Where Why How Level 1 Perception Administered by the Facilitator Measuring the employees’ / learners’ perception of the training Immediately after the training. At 1700 hours In the Auditorium of the Delta Airline To determine the participants (employees) are satisfied with the content and the teacher. Questionnaire Level 2 Learning Administered by the Teacher Measuring acquired knowledge and skills by the employees / learners Assessed right after the training and perception In the Auditorium of the Delta Airline, moreover, on the job To make sure that the participants (employees) have acquired required knowledge and skills. Multiple choice questions on the contents of the training course. Level 3 Performance Administered by Head of the Training Dept. Delta Airline Measuring the development and implementation of the employee involvement model in the Delta Airline It is an ongoing activity on the job of the employees In the office of the Delta Airline In order to make sure that the participants / employees are able to develop and implement the employee involvement model It could be assessed by Observation, supervisor’s assessment and performance checklist Perception - Questionnaire (Part A) In order to evaluate the contents of the training course, it is required to evaluate the course contents each module and every section of the module on the factors include: whether the contents could be practically implemented in the Delta Airline, how much the contents were useful, whether the contents were fulfilling the objectives of the training program, the content delivery method (Lectures, Handouts, Presentations etc.) was effective. The scale is as follows: 5. Exceptional    4. Above Average    3. Average    2. Below Average    1. Unsatisfactory Contents Module – 1 and Section 1.1, Named “Management Concepts” Practically implement able 5. 4. 3. 2. 1. Useful 5. 4. 3. 2. 1. Objective Oriented 5. 4. 3. 2. 1. Contents Delivery Method 5. 4. 3. 2. 1. Comments Module – 1 and Section 1.2, Named “Management Functions” Practically implement able 5. 4. 3. 2. 1. Useful 5. 4. 3. 2. 1. Objective Oriented 5. 4. 3. 2. 1. Contents Delivery Method 5. 4. 3. 2. 1. Comments Note: The above given template is the sample just prepared for two sections of the first module. It would be developed for each and every module and section of the module. Perception - Questionnaire (Part b) In order to evaluate the teacher of the training course, it is required to evaluate the quality of the lecture for each module and every section of the module on the factors include: whether the teacher has the managerial skills, lecture delivery skills, problem solving skills, whether the teacher was punctual, whether the teacher has the appropriate knowledge. The scale is as follows: 5. Exceptional    4. Above Average    3. Average    2. Below Average    1. Unsatisfactory Teacher Evaluation Module – 1 and Section 1.1, Named “Management Concepts” Managerial Skills 5. 4. 3. 2. 1. Lecture Delivery Skills 5. 4. 3. 2. 1. Problem Solving Skills 5. 4. 3. 2. 1. Punctuality 5. 4. 3. 2. 1. Comments Module – 1 and Section 1.2, Named “Management Functions” Managerial Skills 5. 4. 3. 2. 1. Lecture Delivery Skills 5. 4. 3. 2. 1. Problem Solving Skills 5. 4. 3. 2. 1. Punctuality 5. 4. 3. 2. 1. Comments Note: The above given template is the sample just prepared for two sections of the first module. It would be developed for each and every module and section of the module. Evaluation of the Objective Achievements After receiving the feedback from the participants, the following assessment has been made. Objectives Evaluation The participants would be able to plan and organize the daily office routine work so that it could be completed within the specified deadline. After the training the employees of the Delta Airline are managing their work to complete within specified time. 90 % Success Rate The participants (managers) would be able to control and manage the staff according to the guidelines provided in the training course. The guidelines have been precisely conveyed to the participants and the managers are following the guidelines. 70 % Success Rate, as some of the guidelines cannot be implemented in the Delta Airline due procedural issues. The participants would be able to solve the issues or problems by taking proactive steps. Some of the participants are able to solve the problems. 45 % Success Rate, it has been found that the teacher was not fully prepared regarding solving the issues of the employees in the Delta Airline. The participants would have information regarding the modern concepts of the organizational management and approaches to solve the problems of the Delta Airline. Most of the participants understood the modern concepts of the organizational management but facing difficulties in implementing those concepts. 50 % Success Rate, it was due to the allocation of less time in the training schedule for implementation of the modern concepts. The management would be educated enough to take informed decisions while considering the decision making factors. The management is satisfied as they consider all the options before taking the decision as instructed in the training. 90 % Success Rate The employees would have a clear vision and knowledge of the benefits and expected results of implementing the employee involvement model. Each and every participant was clear on the expected benefits of implementing the Employee Involvement Model. 90 % Success Rate The employees would be trained enough so that they can be able to develop and implement the employee involvement model in the Delta Airline. The management has developed the employee involvement model, however, they are unable to fully implement in the Delta Airline. 70 % Success Rate. Improvements The following are the suggestions for improving the training course on the Employee Involvement Model. i. It is required that the teacher should have complete knowledge of the company whose employees are required training, moreover, fully prepared to solve the problems of the company. ii. It has been found that the implementation of the modern concepts along with the employee involvement model is the core issue of the company because of the tight schedule of the training. It is suggested that the schedule of the training should be revised to give more time on the implementation. Reference Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York: Springer. Read More