School Employee Training Reporting Scheme Essay (Critical Writing)

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Updated: Feb 29th, 2024

Reporting Scheme

The introduction of a Blackboard learning management system (LMS) into a school setting would require extensive training of all teachers involved. It would enable them to use the system effectively as part of their daily routines and allow them to teach the students to use it as well (Nyabawa, 2016). The proposed reporting scheme would a four-level setup, including the following evaluation criteria:

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  • Level 1. Participant reaction. This part of the reporting scheme is required in order to grade the participant’s reaction to the proposed innovation and change. Gathering this data would help guide the change management and leadership process by gauging how willing and enthusiastic the participants are (Watt, 2014). The criteria evaluated in this level include the opinion towards Blackboard, the willingness to train, and the perceived benefits/downsides of the implementation.
  • Level 2. Participant learning. This level will include the knowledge already possessed by the learner, the knowledge they gained over the course of training, and potential educational goals for the future (Watt, 2014). This information is required to evaluate the progress throughout the training intervention.
  • Level 3. Knowledge transfer. This report form will evaluate how well does the participant implement the newfound knowledge at the workplace (Watt, 2014). Since the proposed intervention relates to the implementation of Blackboard in a school setting, the criteria will revolve around its use in the teaching process.
  • Level 4. Organizational impact. The final level of the reporting scheme will concern itself with the transformation of the participant’s workplace (Frazier & Hearrington, 2017). It will evaluate the effectiveness of Blackboard as a learning management system.

This scheme addresses all of the potential variables required for guiding and evaluating the proposed organizational chain. It is based on the Monitoring, Evaluation, and Learning (MEL) framework, which is often implemented in teaching projects (Luederitz et al., 2017).

Importance of Evaluating and Reporting in Training

Training employees is one of the most important HR-related processes in an organization or a company (Watt, 2014). It revolves around teaching specific skills in order to maximize the efficiency and quality of labor. Leading for-profit and non-profit organizations conduct training sessions for their workers on a regular basis, in order to maintain their competitive edge. Educating personnel is a costly venture; it requires space, instruments, educational leaders, and related software (Moldovan, 2016). In a government-funded facility, such as school, the budgetary constraints dictate the need for thrifty spending. In other words, every dollar spent on training should be paid off in increased productivity and quality of education for students.

Evaluation and reporting play an important part in determining and ensuring the cost-efficiency of the process (Frazier & Hearrington, 2017). Without the means of doing so, change directors would not be able to tell whether their intervention is effective or not. As a result, the overall costs of the venture would increase, while the efficiency would fall drastically, with money being spent on potentially ineffective measures (Czaja & Sharit, 2016). Therefore, evaluation and reporting are necessary for any educational intervention.

The reporting scheme presented in the above section acknowledges different stages of evaluation that would occur during training. First, it is required to evaluate the readiness of the personnel for the prospective change in their daily routines (Kirkpatrick & Kirkpatrick, 2016). Humans are naturally resistant to the established patterns in their work and life. The value of such knowledge to managers is expressed through the ability to prepare relative change acceptance programs. For example, based on the results of opinion reports, it would be possible to gather everyone together and explain the need and the potential benefits of training. It is seen as a good way to raise morale and improve the willingness of the participants to accept new information. Proceeding with training without conducting a preliminary evaluation increases the risks of alienating the workers.

The participant learning stage of the evaluation provides valuable insights about the current progress of the program (Kirkpatrick & Kirkpatrick, 2016). Managers need to know how much their employees have learned and how well did they understand the material. This type of evaluation is important for several reasons. First, it indicates the effectiveness of teaching processes: If the results are low, something must be done to improve the scores. As a result, money and time could be saved, as without this critical data, the organization is doomed to using a potentially ineffective teaching process while being completely blind to the outcomes.

Reports about knowledge transfer and organization can show managers the effectiveness of training in the working environment (Kirkpatrick & Kirkpatrick, 2016). Training is dead without application, and low levels of engagement with the new-found skills and technology may indicate that the vector of innovation was chosen incorrectly. Alternatively, the employees were never on board with training in the first place. Such situations are frequent when training was forced on workers without explaining or justifying the changes to the existing working process. The information presented in this part of the evaluation process may also be used to forecast and formulate future interventions.

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As it is possible to see, every part of the evaluation and reviewing process provides valuable information to managers and the organization. It does not matter if it is a bank or a school, as training is a necessary part of performance and evolution. Evaluation is an important component of the process, enabling accuracy, effectiveness, and cost-efficiency, without which time and money would be considered wasted.

References

Czaja, S. J., & Sharit, J. (2016). Designing training and instructional programs for older adults. New York, NY: CRC Press.

Frazier, M., & Hearrington, D. (2017). Technology coordinator’s handbook (3rd ed.). Portland, OR: International Society for Technology in Education.

Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation. Alexandria, VA: Association for Talent Development.

Luederitz, C., Schäpke, N., Wiek, A., Lang, D. J., Bergmann, M., Bos, J. J.,… Farrelly, M. A. (2017). Learning through evaluation – A tentative evaluative scheme for sustainability transition experiments. Journal of Cleaner Production, 169, 61-76.

Moldovan, L. (2016). Training outcome evaluation model. Procedia Technology, 22, 1184-1190.

Nyabawa, R. F. (2016). Technology in learning: Blackboard usage & its impact on academic performance; a case for universities in Lesotho. International Journal of Humanities and Management Sciences, 4(5), 455-461.

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Watt, A. (2014). Project management. Fort St. Victoria, Canada: BC Campus.

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IvyPanda. 2024. "School Employee Training Reporting Scheme." February 29, 2024. https://ivypanda.com/essays/school-employee-training-reporting-scheme/.

1. IvyPanda. "School Employee Training Reporting Scheme." February 29, 2024. https://ivypanda.com/essays/school-employee-training-reporting-scheme/.


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IvyPanda. "School Employee Training Reporting Scheme." February 29, 2024. https://ivypanda.com/essays/school-employee-training-reporting-scheme/.

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