Human Resource Development Programs - Assignment Example

Running Head: CURRICULUM DEVELOPMENT AND EVALUATION Curriculum Development and Evaluation [The [The Of The Curriculum Development and Evaluation Introduction A review of relevant indexes and journals produced only a moderate amount of useful information about the evaluation of management development programs in general. Discussions of human resource development programs in the private sector indicate that decision makers in a few organizations do be familiar with the significance of determining how well organization training programs function. Though, only a few variables are usually careful when management development programs are assess. Though little information concerning evaluation of police management development training continue living, there is substantial information about the evaluation of education programs in general. Five topics in the existing literature are especially salient: (1) the definition and purpose of evaluation, (2) the assessment of management training programs, (3) the assessment of police management development programs, (4) strategies for planning educational evaluations, and (5) the use of assessment information. every of these is talk regarding in turn below. This research describes how they are used in rising the evaluation approach for police management training. The most common delivery method for executive training is the seminar, usually provided externally. Executive training has been unique in its reliance on sources outside the organization. Roughly half of all executive training involves participation in special programs developed by universities, professional associations, and highly specialized consultant groups, either commercial or nonprofit (Anderson Scarvia B., 2001). Anecdotal evidence, however, suggests a more recent trend toward executive development programs provided internally or bought outside but tailored to individual employer needs. The trend toward bringing executive development inside the company reflects a need to provide a context for the training and development of executives that is more specific to each employer's institutional culture and strategic niche, as well as more conducive to the development of the working team(Coates Albert, 2004). Identify Learner Needs The six in the list comprise United Kingdom-based clothing and apparel company Burberry, French lavishness goods corporation Louis Vuitton, French clothing company Lacoste, and United Kingdom cigarette creator Benson & Hedges. Meanwhile, the ECCP IPR committee is set to start a program which it expects to help slow down counterfeiting of European products through training of IP field researchers, identifying and profiling of IP violators, and the stopping of the source of fake products. Schumacher said the ECCPas plan of action will involve the assistance of government agencies including the IPO, Bureau of Customs, National Bureau of Investigation, and the Philippine National Police. The training is part of the international Peace Operations Initiative, a five-year program administer by the U.K. Department of kingdom to address gaps in global harmony operations. The plan aims to train 75,000 peacekeepers approximately the world by 2010. In a perfect world, 15,000 of those mediators will be from the Asia-Pacific region, said National Guard Capt. Peter Aguilar of Eugene. To that end, Oregon soldiers are contribute in Khaan Quest IV, a platoon-level peace hold up operations work out sponsored by the Mongolian Armed Forces and the U.K. Pacific Command., a Eugene police sergeant, is scheme officer for the attempt. The need for multicultural compassion in criminal justice settings is the subject of learning and training in a funding project undertaken by the UK Police Executive Research Forum (PERF) and finance by the Office of Juvenile Justice and Delinquency avoidance. Titled Cultural Differences for Law Enforcement/Juvenile Justice Officials, the funding was at first prize in October 1991 and has been comprehensive during 1994. The grant's main objective is to fund the development of a training curriculum in educational differences for law enforcement and juvenile justice practitioners. The training wrap up will comprise: * A teacher's guidebook enclose a training-of-trainers component and four training modules; * A contributor manual and an action plan; and * A training video. Identify/Review Resource Implications Of A Curriculum According to the UK police training manual in response to the situational research, the Home Office recognized the Crime Prevention Unit (CPU) in 1983 inside its Police Department. The CPU was a novel mixture of Home Office researchers, policy makers, and second police officers. Its site inside Police Department was on purpose, shiny the view that situational prevention ideas wanted to power policing and that, in turn, the police were improved placed than other criminal justice agencies to precede situational crime prevention. They are "natural" leaders at the local plane since they are seen by local agencies, and by the universal public, as centrally involved in crime control. No doubt, one of the CPU's first acts (in discussion by eight other government departments, counting those accountable for policies on health, education, and the environment) was to subject a Home Office "circular" to a broad range of constitutional bodies, counting the police, encouraging them to take a "partnership approach" to offense prevention (Home Office 1984). The significance of addressing the situations inside which crime occurs, rather than absorbed on the potential or real perpetrator, was understood in this guidance, emphasizing as it did the require for crime analysis as a forerunner to the planned growth of preventive measures. This message, that the police alone (and by insinuation the criminal integrity system) could not decrease crime, has been a characteristic of Home Office policy statements for approximately two decades. The CPU also board right away on a program of research, both in-house and non-school, focused on improving crime avoidance policy and practice. In 1992, the Home Office removes the researchers from the CPU and recognized the better and more kindly funded Police Research Group (PRG) with a remit to increase the power of research on police policy and practice. The PRG was talented to take a more complete view of the role of the police in relative to crime management, including offense prevention, and to bring in a number of innovations in the way that research was carried out and "marketed" to those by an interest in its results. (The rest of the CPU was later re-launched, with no a research function, as the Crime Prevention Agency.) Curriculum Plans To External And Internal Policy Requirements And Contexts A curriculum designed by using job analysis data frequently highlights tasks that could lead to court case if not carry out or if performed wrongly. Additional, task analysis uncovers the knowledge and skills wanted for exact tasks. For instance, if a task requires security officers to use a pistol, officers have to be taught how to grip and fire the revolver (skills), and they must know the lethal force law and be able to differentiate between threatening and non-threatening situations (knowledge). A high-quality curriculum requires each officer-trainee to perform the ability part of the task, demonstrating a sure set level of capability. Job knowledge ought to be tested throughout written examination(Festinger Leon, 2000). According to this research following training program will be suited for UK Police: Start date for course 1 November 2006 Required Outcomes Of The Learning Programmes The professional training staff supports higher management by given that advice and creating and delivering programs for training and developing managers in UK police. Judgment of one's superiors is the most common means of determining senior managers' training needs or selecting them for more general development programs. New managers are most often trained in employee selection, decision making, team building, strategic planning, and budgeting. Experienced managers receive development training in subject areas that will make them more effective in groups, institutions, and the external community. Developmental training comprises subjects such as interpersonal skills, collaboration, teamwork, organizational development, and leadership. Middle managers are a prime target of formal corporate training activity. Training for middle managers has been the most uniformly applied management training effort of American companies over the past decade. More than 75 percent of all large private companies provide some formal training for their middle managers. In 1987, such training represented 22.4 percent of the Fortune 500 human resources development budget--the largest share devoted to any occupational grouping(Gay L. R., 2001). Enhance Access In Learning Programmes The most common delivery method for executive training is the seminar, usually provided externally in UK. Executive training has been unique in its reliance on sources outside the organization. Roughly half of all executive training involves contribution in special programs urbanized by universities, professional associations, and extremely specialized consultant groups, each commercial or nonprofit(Goldstein I. L., 2004). Anecdotal evidence, however, suggests a more recent trend toward executive development programs provided internally or bought outside but tailored to individual employer needs. The trend toward bringing executive development inside the company reflects a need to provide a context for the training and development of executives that is more specific to each employer's institutional culture and strategic niche, as well as more conducive to the development of the working team(Guleck William F., 2002). In general, the success of executive training is subjectively measured. That stems, in part, from the reality that executive performance is rarely subject to formalized performance review. Where formal evaluation is provided, the most common practice is for the executive or the executive's superior to evaluate the training transfer to daily activities. Promote And Plan For Teaching And Learning Techniques Training Package Divisions The training consists of a train-the-trainer component and four modules. Training of Trainers Component This section is intended to help trainers shape their individual training programs by giving consideration to the specific geographic and professional groups to whom they are directing their training. The section includes a survey that can be used by the trainer to collect information on the ethnic, racial and cultural makeup of the region where the training is offered. The survey also gathers information about job-related issues that can be used as examples during training. Module 1: Why Is This Training Important This module discusses the significance of and confrontation to educational differences training. Module 2: Cultural Differences: What Is It This module provides definitions of and a conversation regarding culture. It explores the importance of culture in managing interactions and relationships. For example, there is a discussion of how perceptions affect the way law enforcement officials and juvenile justice practitioners interact with individuals from differing cultural backgrounds. The module converse African Americans, Asians, Hispanics and Inhabitant British. Module 3: Cross-Cultural Communication. This module discusses the importance of effective communication with members of other cultures and provides a method for doing so. Module 4: Implications for the Job. This section is one of the most important because it links the issues regarding cultural sensitivity to the roles and duties of practitioners. It highlights how the information in this course may be applied in the workplace. The modules are supplemented with exercises, selected readings, an extensive bibliography and resource list, and transparencies, all designed to facilitate and reinforce knowledge and understanding of the material(Katz Daniel, 2005). Planning Teaching And Learning Programmes After staff developed the curriculum, they tested it. The field testing provided the opportunity to preview training sessions and obtain constructive suggestions for curriculum improvement for UK ploice. The latter test was videotaped and will be provided as part of the training package. Plan For Future Practice Workshop With information gathered from the search and survey, project staff began to develop a multicultural training workshop. In February 1992, the grant's advisory board met to generate ideas and decide how a curriculum should be developed and presented. Because of the difficulties in developing a training package to serve both law enforcement and juvenile justice, staff decided to develop a general curriculum with job-specific appendices. Each appendix includes job-related examples and exercises for law enforcement, juvenile courts, juvenile institutions, and community and after-care programs. This makes the curriculum flexible and allows trainers to orient material to specific audiences. The package also includes a training-of-trainers component. Because corrections agencies have great constraints on their time, project staff decided to make the training package into an eight-hour session, with the option of dividing training into segments(Kirkpatrick Donald L., 2003). A Programme Of Assessment And Evaluation When a curriculum has been validated and instructional activities executed according to plan, the likelihood of a negligent lawsuit resulting is greatly reduced. If a suit does result, a trainer has a stronger defense against accusations of improper training. Instructors, logistics, and students may be top-notch, but training will not be fully successful if a program is poorly conceived or carried out haphazardly. Sadly, some training supervisors regard a curriculum as something to be tolerated, deserving not much more than lip service, and certainly not something meant to be fully implemented. After all, these people argue, the curriculum was put together by people who have no real appreciation of the problems that confront trainers. Where this attitude prevails, the curriculum will serve as a general guide and not a controlling standard. Serious implications can result when control is lacking over what is being taught and learned. When a training supervisor ignores a curriculum, so will the instructors. A variety of civil liability risks are created when instructors are allowed to teach according to their own dictates. A training supervisor needs to make clear that curriculum specifications are not negotiable, and if the curriculum requires a change, it must be done through an established process. Apply, Adapt And Evaluate Theory Relevant To Curriculum The evaluation approach described in this book can be applied to any police management development program. It provides program administrators with information that can be used to improve the program or can be distributed to prospective clients (participants and their supervisors) to help them choose among available training programs. Any response strategy to counter the civil litigation should be aimed at eliminating factors that might contribute or could be construed as contributing to charges of improper training. However, even the best training program must anticipate that negligent training lawsuits will be filed. Security trainers should be prepared to answer charges with a positive defense based on accurate and detailed documentation of training(J. Kleinig, 1993). Five tactics should be included in a security trainer's strategy: * Training validation * Administering training according to specifications * Trainee evaluation * Training record maintenance * Establishing instructor standards Training Validation Validation means to ensure through an objective process that training corresponds to the duties associated with a security officer's job. The key objectives of validation are to verify that * Doctrinal content and skill development are correct, * Instructional methods are appropriate and effective, and * Training is relevant to the workplace and answers the day-to-day needs of security officers. One of the more objective and commonly used techniques of validation is task analysis. Task analysis provides a curriculum designer with useful information about the job obtained from employees and others close to the job. The data reveal with high accuracy and specificity the nature and conditions of a trainees' future work environment. A curriculum designed by using task analysis data often highlights tasks that could lead to litigation if not performed or if performed incorrectly. Further, task analysis uncovers the knowledge and skills needed for specific tasks. For example, if a task requires security officers to use a revolver, officers must be taught how to handle and fire the revolver (skills), and they must know the deadly force law and be able to differentiate between threatening and nonthreatening situations (knowledge). A good curriculum requires each officer-trainee to perform the skill part of the task, demonstrating a certain set level of competence. Job knowledge should be tested through written examination(Lawrence Sherman, 1985, 250-67). A curriculum is analagous to a movie script. Training is valid when the script is well-written and actors give credible performances. Conclusion Decision makers in many police organizations recognize the importance of determining how well training programs function. The literature suggested, however, that only a limited number of variables usually are taken into consideration when police management training programs are evaluated. Moreover, little was known about how to adequately evaluate police management development programs, and only a handful have ever been evaluated. Clearly then, there was a need for a comprehensive, tested, and useful evaluation model. There was considerable information about the evaluation of educational programs in general to use as a starting point. Existing education assessment studies have used one or a combination of three evaluation approaches: judgment models, decision-management models, and decision-objective models in UK. Reference Anderson Scarvia B., and Ball Samuel. The Profession and Practice of Program Evaluation. San Francisco: Jossey-Bass, Inc., 2001 Coates Albert. The Beginning of Schools for Law Enforcing Officers in North Carolina. Chapel Hill, N.C.: The Professor Emeritus Fund, 2004 Commission on Accreditation for Law Enforcement Agencies. Standards Manual of the Law Enforcement Agency Accreditation Program. Washington, D.C.: Commission on Accreditation for Law Enforcement Agencies, 2003 Festinger Leon, et al. Social Pressures in Informal Groups. Stanford, Calif.: Stanford University Press, 2000 Gay L. R. Educational Research: Competencies for Analysis and Application. Columbus, Ohio: Charles E. Merrill Publishing, 2001. Goldstein I. L. Training: Program Development and Evaluation. Monterey, Calif.: Brooks/Cole Publishers, 2004. Guleck William F. Personnel. Plano, Tex: Business Publications, Inc., 2002. Katz Daniel, and Kahn R. L. The Social Psychology of Organizations. New York: John Wiley and Sons, Inc., 2005. Kirkpatrick Donald L. A Practical Guide for Supervisory Training and Development, 2d ed. Reading, Mass.: Addison-Wesley Publishing Company, 2003. Article 9 of the Canons of Police Ethics: Police Code of Conduct, 1991, in Professional Law Enforcement Codes: A Documentary Collection, ed. J. Kleinig & Y. Zhang (Westport, CT: Greenwood, 1993), 96. Lawrence Sherman, "Becoming Bent: Moral Careers of Corrupt Policemen," in Moral Issues in Police Work, ed. F. Elliston & M. Feldberg (Totowa, NJ: Rowman & Littlefield, 1985), 250-67. Read More