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Objectives of the Training
The first objective is to develop elaborate training that will balance work duties and social life. Many managers are now aware that their employees cannot manage their personal home-life, and work-life. This leads to the deterioration of the work output in the assigned duties. The training institutions give their studies basing on adult learning. The trainers understand the challenges facing adult learning and hence accommodate adults in their classes. Adults also require real-life practical examples in which they get from these training classes (Deery, 2008).
The second objective is to develop training strategies and assessments that will achieve the goals and objectives of the employees’ organizations. The development of training institutions results in working hand-in-hand with their clients. Successful training institutions constantly interact with their students. The clients of these training institutions are companies or government parastatals. The managers of these companies and parastatals request training vacancies for their newly recruited employees. The training institutions need to know the goals and objectives of the clients so that they can offer effective training in line with these goals.
The third objective is to develop significant training programs that will enable employees to be creative, innovative, and competent in their duties. Employers are looking for critical thinkers who can solve complex problems in the organization. Employers want personnel who can solve problems, develop options, and implement solutions. The training institutions look at these requirements and develop programs that will help instill these skills in their clients. These training organizations update their courses regularly so that they can remain relevant to the ever-changing job market (Grawitch, Barber & Justice, 2010). These updates are necessary for the current job market which is more dynamic than the traditional one. The dynamism is as a result of advancement in technology, for the use of computers in workplaces.
The outcome of the Training
The training is geared at increasing skills and knowledge to clients on the importance of work-life and social life. The clients get the awareness of issues that affect their work life and possible solutions for managing them. This elaborate training covers aspects of social life and works life. Both lives are necessary, and an individual should balance them. There is a likelihood of giving social life more time than work life. The training explains these dangers and their consequences (Kossek, Lewis & Hammer, 2010).
Through the training, clients gain a positive attitude towards the work environment. This is because the training recaps the clients’ goals and objectives in their respective job positions. The trainers give their clients scenarios that will help them understand the importance of fulfilling their duties and in a timely manner. Managers of various companies and government parastatals get their evaluation from the output of the company. To have a tangible output, they require the efforts of their employees and that is the major reason for training them.
After the training, clients go back to their organizations with new skills, aspirations, motivations, awareness, and knowledge to apply in their job description. Evaluation of a successful training organization is through the output of its clients in various organizations. Qualified trainers transfer the required knowledge which is implemented in various organizations. Training organizations ensure that their clients have qualified in their exams so that they can be given certificates. This ensures that only competent clients get employment in the government parastatals and companies (Ryan & Kossek, 2008).
Resources Needed for Delivery of the Training
Grants and donations are necessary for these training institutions in order to offer efficient training. These grants and donations will help in developing lecture rooms and buying the necessary training books for clients. The training institutions should achieve the goals and results of the training programs. The development of training institutions is a key issue. The manner in which these training institutions will handle the attendees will determine the number of attendees enrolling in the training programs.
Another important resource for the delivery of the training is staffing. These training institutions require a good number of personnel for efficient delivery of training. Firstly, there should be a project director for every program in a training institution. The project director provides leadership and ensures the effectiveness of the training program. The project director ensures there is a plan for program evaluation and quality assurance. He or she should review the training materials of the program to ensure they are up-to-date (Kossek, Lewis & Hammer, 2010).
Training institutions should ensure they have well-trained instructors to aid in the delivery of information. The instructor should implement various activities in a training program. The instructor should be competent to teach, maintain a quality control plan, and review the course materials to use as a training aid.
Training facilities and a conducive learning environment are necessary for the delivery of training. Training facilities should have sufficient resources and equipment to conduct learning activities. A setting of twenty-five people on maximum is the ideal class size for incorporation for efficient training. Large class size has been found to have minimal impact on training. A conducive environment for learning means sufficient space for all attendees. There should be space and facilities for small group discussions and activities for learning (Grawitch, Barber & Justice, 2010).
Training materials are resources that are needed to deliver training. Examples are handouts, flip charts, and PowerPoint presentations. The materials should provide clear visual aids that easy to understand. The materials enable the attendees to have an interactive learning experience and remember the concepts. The training materials should highlight the important points the attendees should remember and should be easy to read. The teaching materials only aid in delivering the essential points and should not substitute the teaching process. Any adjustment made during training is easy through the use of the Learning Management System (LMS) hence it is very efficient in record keeping (Deery, 2008).
Productivity Tools that Enhance Training
One of the primary productivity tools to use to enhance training is LMS. LMS allows the instructor and program director to supervise the attendees. LMS also offers a platform of web-based learning of the activity-guided programs. LMS is also used at the management level since it keeps track of the activities in the training institution. The records of the attendees are in place and allow immediate feedback (Deery, 2008).
Computers are significant productivity tools that enhance training. Knowledge of the use of computers is important for the training program. Computers help in presenting PowerPoint training materials. Attendees get additional knowledge on making slides for PowerPoint presentations. This is necessary for the attendees especially when doing their assignments or during group discussion forums. The slides should be easy to understand by also including pictorial messages (Ryan & Kossek, 2008).
Assessment Methods to Demonstrate Transfer of Knowledge
Training reaction survey is the first assessment method to demonstrate the transfer of knowledge. This assessment method is necessary because it assists in improving the program during revision. The questions under this assessment provide more information regarding the integrity of information and methods. The reaction survey assessment also gives an insight into the instructor’s presentation skills, duration, and the relevance of the content (Beauregard & Henry, 2009).
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Learning assessment is the second assessment method that demonstrates the transfer of knowledge. Learning assessment measures the knowledge, attitude, and skills of the attendee. The method is an efficient method of measuring the effectiveness of the training methods used in the training. Learning assessment is necessary because it shows the level at which the attendee gained knowledge. Learning assessment offers a small group activity to test the attendee’s level of grasping points. Small group activities are very effective because they give the instructor the opportunity to identify and address the problem attendee is facing. Learning assessment gives an opportunity for a follow-up evaluation to check the retention of information (Beauregard & Henry, 2009).
Training impact assessment is the third assessment method that demonstrates the transfer of knowledge. Training impact assessment takes place three to six months after completion of the training program. This assessment is necessary because it measures the level at which the attendee involves others in the work place and also measures the level of sharing information. This assessment is in the form of writing or focus groups. The assessment captures the influence the training has on the attendee’s working environment (Beauregard & Henry, 2009).
Beauregard, T. A., & Henry, L. C. (2009). Making the link between work-life balance practices and organizational performance. Human resource management review, 19(1), 9-22.
Deery, M. (2008). Talent management, work-life balance and retention strategies. International Journal of Contemporary Hospitality Management, 20(7), 792-806.
Grawitch, M. J., Barber, L. K., & Justice, L. (2010). Rethinking the Work–Life Interface: It’s Not about Balance, It’s about Resource Allocation. Applied Psychology: Health and Well‐Being, 2(2), 127-159.
Kossek, E. E., Lewis, S., & Hammer, L. B. (2010). Work—life initiatives and organizational change: Overcoming mixed messages to move from the margin to the mainstream. Human Relations, 63(1), 3-19.
Ryan, A. M., & Kossek, E. E. (2008). Worklife policy implementation: Breaking down or creating barriers to inclusiveness?. Human Resource Management, 47(2), 295-310.