Reference no: EM133206965
Using Baldwin and Ford's model of the transfer of training process, provide practical examples of how the 3 components of Training Design could be designed into the training program (provide one example for each of the 3 components).
Case Overview
Some of the issues identified with the previous performance management system included:
Annual deadlines to complete the process were missed by many staff members.
Some staff members were confused about what exactly needed to be completed and when.
There were complaints that the previous system was a "waste of time" and that there were no measurable outputs.
A trade union representative felt the system was not appropriate for all staff members.
Criteria on the forms were irrelevant to support staff. For example, support staff could not set objectives in pupil progress or have lessons observed.
There was little attention on identifying training needs, and where needs had been identified, there was no follow-up with appropriate actions.
Appraisals were led by teachers with little knowledge of their appraisees' jobs.
Performance meetings were a one-way process; often, performance goals were identified before the meeting and without the appraisee's input.
A new performance management system was designed in consultation with all stakeholders to address the issues raised with the previous system. School leaders felt that a formal training program was vital to ensure all employees understood and supported the new system.
The trainees in this case study are the appraisers in the new performance management process. In some cases, they will be teachers with no formal management qualifications. In other cases, they will be support staff with specific management responsibilities in the organization.
The program content would include the following:
How to develop questioning and listening skills.
How to complete the new performance management documents.
How to develop SMART objectives (objectives that are specific, measurable, achievable, relevant and time-bound).
How to help employees identify training and development opportunities
The training would take place in-house and outside the normal workday. It was agreed that the most appropriate method was a two-hour workshop. The workshop would include various activities geared to develop the skills and knowledge of the participants.
The trainer ran out of time during the training session. Consequently, no formal evaluations were submitted by participants. The trainer thought it had been a challenging session; it had beendifficult to engage the participants. The participants had very different needs and few trainees participated in the activities or asked any questions.