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A Training Design for Communication - Coursework Example

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The paper "A Training Design for Communication" discusses that the Internet provides us with immense information and everything is available there. Employees should be told to explore websites to find out more about communication at other organizations…
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A Training Design for Communication
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Communication serves as the lifeblood to an organization which is why it is essential to train employees to communicate properly with the customers. On the basis of the Gagne-Briggs model, a training design for communication is given below. 1. Gain attention The trainer must discuss the answers of the trainees and ask them the reason for giving an answer. 2. Inform learner of the objectiveIt is essential to tell the trainees about the key learning objectives of training and to tell them what is expected from them for which the significance of each objective must be discussed. 3. Stimulate recall of prior knowledgeTrainees should be asked about various types of communications and the ones they think are effective for social communication. 4. Presenting the stimulusThe best way to explain is to give examples along with their outcomes to make the trainees easily understand something.

A list of do’s and don’ts of communication must be given to the trainees. 5. Providing learner guidanceExamples of poor performance should be discussed and the trainees should be asked about their opinions. Moreover, they should also be made to rate the effectiveness of a few relevant statements used by them more frequently. 6. Elicit performanceGroups should be formed in which team learning can take place as members can teach the group members various rules of communication. (Bailey, Netting & Perlmutter, 2000).7. Provide feedbackGroup members should be asked to give feedback from their fellow group members which should later be compared with the trainer’s feedback. 8. Assess performanceThe trainees themselves should be asked about the communication skills which are essential for communication.

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