The paper 'Process for Developing Training Courses' is a wonderful example of a Business Case Study. This paper is a guideline on how to plan, design, and implement a training program in an organization. The objective is to make it as pertinent to the needs of the participants as possible, using the most comprehensive means to achieve this. In the process of design and implementation, there may be some bottlenecks that arise that it becomes necessary to deal with. These shall be outlined as well, and possible solutions to them reviewed. The systematic training process is a system that has advanced employee training since the 1960s.
In this process, the training of employees is viewed as integral to the organization and contributes uniquely to this organization as the organization does to it. It is touted as the ideal channel through which employee training can be pegged to organization needs which makes it easier to obtain funding for it. This system is widely used by planners and writers of training programs as laid out by Boydell (1983). The systematic approach is adamant that the consequence of training is that the organization obtains its objective.
This also helps to determine whether or not there is an actual need for the training. Some challenges that face an organization may not require training to fix. There has to be a demonstrated need to rectify a deficiency that would best be done by training in order for it to be justified. Thus, only when these two prerequisites are established will the training be arranged. The beginning of any training program is the planning phase. This includes conducting research through reading relevant material, carrying out field research to suss out pertinent issues that need to be addressed, consultation with specialists in the various topics to be addressed, and finally a putting together of all this to formulate a workable program for use in training. After doing field research then the program design begins.
This includes identifying the goals of the training, and what one hopes to achieve at the end of the training. This involves meeting with participants as well as organizers to acquire from them an overview of the needs of the organization and the gaps in knowledge, skills, or motivation that you as the trainer are required to fill. Upon receipt of the goals, it then behooves the trainer to summarise his findings and crystallize them into theoretical and practical sessions that will be used to disseminate this knowledge and skills to participants with maximum effectiveness.
This may include the development of learning materials from questionnaires to practical exercises that will be carried out by participants (Shah and Shah, 1994). A time frame for the length of the training needs to be put in place and thereafter, implementation of the training conducted.
Depending on the depth of material to be imparted the training period may vary widely. It may be necessary to bring in other experts to supplement the trainer's knowledge, as well as dealing with matters that arise (McNamara, 2011). This is followed by a period of monitoring and evaluation to ascertain the ultimate effectiveness of the training and its staying power going forward. A follow-up session may be conducted at the discretion of the organization to ensure that positive progressive change is ongoing (Gebbie and Hwang, 2000).
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