Hr Training Andn Development
Training Development Written Project
Introduction This written project will discuss the process involved in the design of training, learning, and evaluation. I will begin by breaking down the need assessment covering the process, analysis, and various methods. I will also cover the process of learning and discuss two theories which will support specific processes of learning. The process will include how age influences learning and retention of knowledge. Finally, I will cover the importance of evaluation of training, the process of choosing an evaluation design, and the value placed on training evaluation by an employee. The content of this paper will be based on information covered in Raymond A. Noe’s (2010) text book Employee Training and Development (5th edition). The process described will use other sources to support Noe’s finding as it pertains to the written project content.
Needs Assessment An effective training design begins with a needs assessment. A needs assessment allows the gathering of information which better prepares the modeling of training. The needs assessment provides an analysis of organization, people, and tasks. Each has a distinct influence on the depth of training developed and methods best suited for the organization. The needs assessment allows the trainer to address whether the requirement for training is based on performance, motivation, job design or communication. The defining of training requirements ensures the validity of content developed, course objectives, and training method. The assessment also allows a trainer to determine if the trainee has the basic skills and confidence to learn. Finally, an assessment will determine if the training meets the corporate strategy and expected outcome. (Noe, 2010 pg. 103 - 104)
According to Noe (2010), pressure points influence training design, “These pressure points include performance problems, new technology, internal or external customer requests for training, job
Introduction This written project will discuss the process involved in the design of training, learning, and evaluation. I will begin by breaking down the need assessment covering the process, analysis, and various methods. I will also cover the process of learning and discuss two theories which will support specific processes of learning. The process will include how age influences learning and retention of knowledge. Finally, I will cover the importance of evaluation of training, the process of choosing an evaluation design, and the value placed on training evaluation by an employee. The content of this paper will be based on information covered in Raymond A. Noe’s (2010) text book Employee Training and Development (5th edition). The process described will use other sources to support Noe’s finding as it pertains to the written project content.
Needs Assessment An effective training design begins with a needs assessment. A needs assessment allows the gathering of information which better prepares the modeling of training. The needs assessment provides an analysis of organization, people, and tasks. Each has a distinct influence on the depth of training developed and methods best suited for the organization. The needs assessment allows the trainer to address whether the requirement for training is based on performance, motivation, job design or communication. The defining of training requirements ensures the validity of content developed, course objectives, and training method. The assessment also allows a trainer to determine if the trainee has the basic skills and confidence to learn. Finally, an assessment will determine if the training meets the corporate strategy and expected outcome. (Noe, 2010 pg. 103 - 104)
According to Noe (2010), pressure points influence training design, “These pressure points include performance problems, new technology, internal or external customer requests for training, job
References: Noe, R. A. (2010). Employee Training and Development (5th Ed.) New York, NY: McGraw Hill/Irwin Utecht, J.L. (2005). Field Notes (Vol.15, No.1) Retrieved from http://www.sabes.org/resources/publications/fieldnotes/vol15/f151utecht.htm Hambly, N. (2004) Online vs classroom training Retrieved from http://www.zdnet.com.au/online-vs-classroom-training-139153878.htm Gillespie, Richard, (1991) Manufacturing knowledge : a history of the Hawthorne experiments Cambridge, MA: Cambridge University Press Bureau of Justice Department (2011) Establishing the "Activities-Outcomes" Connection Retrieved from http://www.ojp.usdoj.gov/BJA/evaluation/guide/ap6.htm