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QUESTION
Instructions
Supporting Lectures:
Review the following lectures:Program Design
Training Evaluation
Training Outcomes and Evaluation
Introduction:
Congratulations! You have just been hired as the chief trainer for a large financial consulting operation headquartered in Fort Lauderdale, Florida. This is a company that flourishes on the basis of the fact that other companies need help to get their finances “squared away.” The company wants to develop and retain internal folks for major growth opportunities. They understand that personal growth, development, promotion, and recognition are the keys to a highly efficient and effective workforce. Therefore, the owner decided to implement a twelve-month training opportunity for anyone interested in personal growth, development, promotion, and recognition.The owner has decided the name of the program to be “The GAP Endeavor,” which stands for growth, advancement, and performance. Anyone can become a financial advisor who, prior to training, lacks the hands-on experience to ensure success of the person and company. Aspiring financial planners participate in both online and face-to-face learning during the first ten weeks of the program. In the classroom, the instructors provide knowledge about finance, financial products, and selling. Also, to enhance selling skills and customer service, learners engage in role-plays. The next nine months of the program include mentoring and on-the-job experiences. Learners work with experienced financial planners in their practices, providing real and timely advice to clients. During these nine months, the learners are provided with on-the-job coaching, professional development, and complete compliance training.
After successfully completing the program, the learners achieve the status that allows them to start their new venture and join one of the company’s personal financial practices. The owner has asked you to provide information regarding determining the success of The GAP Endeavor.
Tasks:
1. Analyze why training should be evaluated.
Analysis of why training should be evaluated was well developed/in a logical progression.
Well supported by academically credible research.
2. Describe the evaluation process and explain what it should look like for this effort.
Description of the evaluation process and what it should look like for this effort was compelling (well-developed/logical progression).
Well supported by academically credible research
3. Analyze the outcomes of the evaluation process and include how the data should be collected.
Analysis of outcomes in the evaluation process and inclusion of how the data should be collected were compelling (well-developed/logical progression).Well supported by academically credible research.
4. Explain which evaluation design the evaluation process should use.
Explanation of which evaluation design it should use was compelling (well-developed/logical progression).Well supported by academically credible research.
PLEASE THIS CRITERIA IS 40 MORE POINTS AS FOLLOWS..
Wrote in a clear, concise, and organized manner. Utilized appropriate type and number of scholarly sources for graduate-level work. Demonstrated ethical scholarship in accurate representation and attribution of sources. Displayed accurate spelling, grammar
The writer’s overall argument and language are clear and tightly focused, leaving the reader with no room for confusion about author’s intent.Text is basically error-free, so that a reader would have to purposely search to find any errors that may be present.
Used Academic/APA format proficiently. Text is basically error-free
To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Submission Details:
Create a 3-page Microsoft Word document.
Name your file as SU_HRM5060_W3_Project_LastName_FirstName.
By the due date assigned, submit it to the Submissions Area.MASTER LEVEL PLEASE
3 REFERENCES PER PARAGRAPH PLEASEYour response should provide a succinct synthesis of the key themes in a way that articulates a clear point, position, or conclusion supported by research.
Course textbook..
Title:
Employee Training and Development
Authors:
Raymond A. Noe
Edition/Copyright:
7th edition; 2017
Publisher:
McGraw-Hill Education
ISBN:
978-0078112850From your course textbook, Employee Training and Development, read the following chapters:
Introduction to Employee Training and Development
Strategic Training
GO TO: https://digitalbookshelf.southuniversity.edu/#/user/signin
Username:[email protected]
Password:
Superioressays#1To search for the content needed to answer every assignment on this course. And please use as well other content that you may research for sources in that same digitalbookshelf of South university.
Also you may use articles from Harvard Business Review to be able to obtain more References and Sources.
This is what the instructor wants… if we follow this sources we should be fine.
Thank you..
| Subject | Business | Pages | 6 | Style | APA |
|---|
Answer
Training evaluation
Companies across the world are investing heavily in training and development with a view to raising their national and global competitiveness (Tamkin, Yarnall & Kerrin, 2002). Indeed, training – which Shenge (2014) defines as organized approach or method to “to positively impact individuals’ knowledge, skills, and attitudes in order to improve individual, team, and organizational effectiveness” (p. 50) – is increasingly recognized as a crucial HRD function that creates a positive impact on an organization’s performance and competitiveness (Borate, Gopalkrishna, Shiva, Prasad & Borate, 2014; Rajeev, P., Madan & Jayarajan, 2009). According to Prasad (2016), training improves the employees’ skills, aptitudes and abilities to perform specific jobs, and above all, helps them update old talents or techniques and develop new ones to meet the changing job needs. At an organizational level, effective training is a source of competitive advantage (Tamkin, Yarnall & Kerrin, 2002) as it provides organizations with unique opportunities to access resources needed to compete in an evolving business environment, as well as plan how to achieve the set goals (Shenge, 2014). Successful training also keeps employees motivated and committed to their jobs which helps to attain a higher return on investment (ROI) (Kumpikaitė, 2007), and meet the organization’s strategic requirement (Karim, Huda & Khan, 2012). Training managers are tasked with balancing training outcomes and costs to ensure that investment in training is worthwhile. Evaluation is instrumental to this process as it assesses the training program for effectiveness, impact and ROI.
Why Training should be Evaluated
Evaluating training is the culminating but very crucial stage of the instructional cycle. Noe and Kodwani (2018) defines evaluation as the process of gathering the outcomes required to determine whether a training program is effective in meeting the anticipated goals. Karim et al. (2012) adds that training evaluation involves collecting information about the outcomes of training after its implementation for decision making purposes. This description resonates strongly with Bramley’s (2003): “the process of [collecting] information with which to make decisions about training activities” (p. 6). For the Fort Lauderdale-based financial consulting company, the outcomes upon which training will be evaluated include personal growth, development, promotion and recognition. Thus, the essence of evaluating the training program is to ascertain if it’s meeting these outcomes. This way, it will inform decision making around the training program in terms of areas that need improvement, whether to reduce of increase investment in the program, and whether to outsource it (Basarab & Root, 2012).
Indeed, training is a costly undertaking, and thus training managers should prove that its associated costs are being converted into profitable and sustainable investment for the company (Karim et al., 2012). As such, as summarized by Kirkpatrick and Kirkpatrick (2016), three key reasons why training at the financial consulting company should be evaluated include; to improve the training program, increase transfer of learning to new behavior and skills, and demonstrate the value of training to the company. Training evaluation is also imperative in the sense that it justifies the need to continue investing in training (Kunche, Puli, Guniganti & Puli, 2011), as well as provides vital information on to make future training programs more effective (Kirkpatrick & Kirkpatrick, 2006).
Evaluation Process
Evaluating effectiveness of the training program at the financial consulting company will follow Kirkpatrick’s (1959) four-level evaluation approach. Based on this model, training will be evaluated at four different levels: reaction, learning, behavior/performance, and results/impacts (Basarab & Root, 2012; Kirkpatrick & Kirkpatrick, 2016). At the reaction level, the manner in which employees (trainees) reacted to or liked the program will be measured. This will involve the use of reaction questionnaires to determine what employees thought of the training program (Tamkin, Yarnall & Kerrin, 2002). The essence, as Kirkpatrick and Kirkpatrick (2016) add is to understand the degree to which trainees find the program favorable, captivating and relevant to their work. In level 2, the learning level, effectiveness of the program in providing employees with the ability to demonstrate the attainment of skills, competences and principles they learned during training will be evaluated (Basarab & Root, 2012). In specific, the level will evaluate the extent to which employees acquire the intended attitude, knowledge, commitment and skills based on what they learned. Evaluation at this level will be through performance tests as Tamkin, Yarnall and Kerrin (2002) proposed.
Outcomes and how the Data should be collected
Appropriate Evaluation Design for the Evaluation Process
References
Basarab Sr, D. J., & Root, D. K. (2012). The training evaluation process: A practical approach to evaluating corporate training programs (Vol. 33). Springer Science & Business Media.
Borate, N., Gopalkrishna, D., Shiva Prasad, H. C., & Borate, S. (2014). A case study approach for evaluation of Employee Training effectiveness and Development program. The International Journal of Business & Management, 2(6).
Bramley, P. (2003). Evaluating training. CIPD Publishing.
Karim, M. R., Huda, K. N., & Khan, R. S. (2012). Significance of training and post training evaluation for employee effectiveness: An empirical study on Sainsbury’s Supermarket Ltd, UK. International Journal of Business and Management, 7(18), 141.
Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation. Association for Talent Development.
Kumpikaitė, V. (2007). Human resource training evaluation. Engineering economics, (5 (55)), 29-36.
Kunche, A., Puli, R. K., Guniganti, S., & Puli, D. (2011). Analysis and evaluation of training effectiveness. Human Resource Management Research, 1(1), 1-7.
Noe, R. A., & Kodwani, A. D. (2018). Employee training and development, 7e. McGraw-Hill Education.
Prasad, S. (2016). Training and Post Training Evaluation for Employee Effectiveness: An Empirical Study on Supermarket in India. Arabian J Bus Manag Review S, 1, 2.
Rajeev, P., Madan, M. S., & Jayarajan, K. (2009). Revisiting Kirkpatrick’s model–an evaluation of an academic training course. Current science, 272-276.
Shenge, N. A. (2014). Training evaluation: Process, benefits, and issues. IFE PsychologIA: An International Journal, 22(1), 50-58.
Tamkin, P., Yarnall, J., & Kerrin, M. (2002). Kirkpatrick and Beyond: A review of models of training evaluation. Brighton, England: Institute for Employment Studies.
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