BUS 680 Week 4 Assignment

Running head: TRAINING DESIGN PROPOSAL 2

TRAINING DESIGN PROPOSAL 3

Training Design Proposal

BUS 680 Training and Development

Instructor: Maja Zelihic

June 1, 2020

Training Design Proposal

Training has emerged as a critical input for productivity, health, and safety at work as well as a business strategy in the current dynamic workforce. The essential concept is developing trainees to make them capable and confident in their work or tasks. Any training within an organization is a planned program structured to improve performance at individual, departmental, and organizational levels. Companies and other profit-oriented organizations need competent managers with adequate skills for developing workers, appraising them, and managing performance management system. The discharge of these duties by managers requires specific skills that are only availed through training since they are particular job-related purpose.

A training proposal equips 100 trainee managers with appropriate knowledge of applying effective feedback skills when undertaking one-on-one performance appraisals to workers in a company. In such a proposal, the training title would be to use effective feedback skills when offering individual performance appraisals to workers. In the training description, the designer would frame these effective feedback skills and why managers should learn how to use them (Blanchard, & Thacker, 2013). Such a training proposal defines approaches that managers should use when delivering one-on-one performance appraisal to workers. Knowing methods to utilize effective feedback skills is a critical step towards professionalism in conducting performance reviews to employees in an organization. Trainees (100) will gain in-depth knowledge and techniques for using when delivering such reviews.

Learning Objectives

1. Managers will be able to balance the content by identifying specific strengths and weaknesses by the end of the training.

2. By working as teamwork during some training sessions, managers will be able to give feedback that focuses on what can be changed.

3. By day two, trainee managers will be in a position to justify a suitable time when providing review feedback.

Training Content

The training content incorporates the manager’s requirements for effectively using feedback skills during the performance appraisal and content that suits the information. The first day of the training will start with a welcome and introduction for both trainers and trainees (100 managers). This session will take approximately 20 minutes to allow everyone to introduce himself or herself to others. After the introduction, training objectives will get reviewed with emphasis on why managers need to use effective feedback skills such as being specific, realistic, and timely during the performance review. The training will revisit and brief trainee managers on DOs and DON’Ts of performance reviews and how they match with effective feedback skills.

Training Methods

Lectures

Since the trainees are many, 100 managers, and the goal is to impart the same information, a lecture as a verbal approach to presenting information is suitable. This method applies to a large number of people at once. Individual training is not required in the case; hence the use of lectures will be cost-effective. However, the method is one-way communication and is likely not to gauge the level of understanding of the material among managers. Combating this issue requires managers will be grouped into groups of 5 members to ensure the effectiveness of the taught skill.

Role-Playing

In role-playing, managers will assume the real-life situation created by the trainer, where they have to use effective feedback skills in performance appraisal. Under the facilitator’s instructions,’ they will act out to showcase how they can identify things that employees should keep doing, but positive comments, and highlight some areas that their employees need to improve (Blanchard, & Thacker, 2013). Further, other managers acting as employees will get feedback from “trainee managers” and the scenario itself, allowing an in-depth understanding of their behaviors. Since the training is management-based, it is cost-effective.

Instructional Media and Equipment

Videotapes, simulations, and PowerPoint are the major instructional media and equipment for use during the two-day training workshop. They allow all 100 trainee managers to build new models to ensure the feedback they give emphasizes what is achievable and can be changed. Through the models, managers will learn how to comment on things that employees lack control over (Blanchard, & Thacker, 2013). Generally, trainee managers will use their senses to learn how to be timely and balance the content (strengths and weaknesses) before engaging in performance reviews.

Logistical Arrangements

The training is supposed to take place at the XTL conference hall. The hall is spacious and well-ventilated such that it allows free movement, spacing, and the free circulation of the air for a large number of trainee managers. Also, the hall is fitted with sockets that enable the instructor to set-up PowerPoint for displaying videos and running critical information that all managers need to access (Clark, 2014). This hall provides a good view of backbenchers. Further, the hall supports excellent communication among groups. During the presentation, a group presenter does not face changes in hearing the response of his or her fellow trainees since the hall conference is fitted with Echo Absorber™ Acoustic Cotton to absorb echo from the speaker or room audio systems.

Conclusively, the training proposal gives the best skills and abilities if the suggested training materials and methods will be utilized. All 100 managers will employ different techniques to effectively use the identified effective feedback skills when delivering one-on-one performance appraisals to workers. The training content is aligned to the effective feedback skills that are timely, realistic, and balancing strengths and weaknesses to attain the three objectives of the training.

References

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

Clark, D. (2014). Why instructional system design and ADDIE? (Links to an external site.) Retrieved from http://www.nwlink.com/~donclark/hrd/sat1.html