CORPORATE TRAINING AND DEVELOPMENT

Prof. TAPANGA LECOMPTE

HRP 104-01
DUE: 7, APRIL 2024
RISHAB THAKUR A00181297
GUNASEELAN A000181250
1. What are some reasons that Carlos’s training program did not transfer?

Ineffective Training Design: Although the training course included gaming

activities and discussion points, it could have been deprived of some practical
value and, hence, unrelated to the real world. Training that is not connected to
real life problems of employees and tasks they execute does not lose its
effectiveness and does not translate into behavioral changing.

Overemphasis on Enjoyment vs. Learning: The trainer got most of the

participants to give positive feedback and they seemed to enjoy the program
which shows that their activities were very interesting and funny. Nevertheless, if
the learning was the main objective as compared to focusing on entertainment
only and ensuring that participants acquire the necessary skills (or not) to apply
what they have learnt in a working environment, then this may in turn be
ineffective.

Lack of supervisor/management support: The supervisors and management

team were not involved in the training process, and did not provide support or
reinforcement for the trainees to use the new skills on the job.

Lack of relevance to trainees' work: The training program did not seem to be
well-connected to the trainees' actual job responsibilities and work situations,
making it difficult for them to apply the lessons.
2. Discuss some of the barriers to transfer that might be operating at the
school board. Who is responsible for these barriers and when do they occur
during the training process?

1. Limited Opportunity for Practice and Feedback:

Efficient learning may be accomplished if the learners are given potential to
practice, get feedback, and reinforcement. Empowering employees with these
communication skills is useless if they lack training experience or any feedback on
how they performed. Similarly, lacking experience at the job itself may hinder the
transfer of the learned skills to real-life. It is not unusual for a trainee to lack
technical competence. This barrier can happen in the training process when the
training activities are overly theoretical or if there is inadequate follow-up support
after the training period is over.

2. Inadequate communication: If the communication about program, purpose

and expectations is not clear then trainees wouldn’t know how to transform
(conveys the knowledge) effectively. Nonetheless, it is communication efficiency
between trainers, supervisors and learners that may result in interruptions in the
transfer process.

3. Resistance to Change: The culture of the organization greatly contributes to

the answer as to how employees perceive change. The school board will admit
change resistance in prevailing attitudes among its members, causing employees
to become reluctant to be trained in new communication practices if the training
program's quality is significant and desirable. Resistance to change can arise
before the training process starts, when workers voice skepticism or set
themselves against planned interventions, or in the future, if nothing is going to
change in the way the processes are being carried out.
4. Inadequate Training Design: Carlos DaSilva's role as a training facilitator is to
develop training programs and provide effective training by using different
techniques. In case, the training program does not tackle the specific event of
employees, in within the districts that improve specifically their skills and
knowledge, or it does not allow some active learning process, the transfer of
learning process may be hampered. Poor design of training can be a critical issue,
either from the early stages of the development of the training programs, or the
implementation of them.
3. Describe some of the things that Carlos might have done before, during, and
after the training program to improve the transfer of training. What could the
trainees and supervisors have been asked to do before, during, and after
training to improve transfer?

Before the Training Program:

 Needs Assessment: To obtain information about the communication

difficulties and their underlying causes, Carlos could have carried out a
more thorough needs analysis that included stakeholder interviews, focus
groups, and surveys.
 Stakeholder Involvement: To guarantee buy-in and compatibility with
corporate goals and culture, he may have included supervisors and
important stakeholders in the design phase.
 Setting aims: Clearly define quantifiable objectives for the training program
that consider the projected gains in communication and how they relate to
the organization's aims.

During the Training Program:

 Interactive Sessions: Carlos incorporated interactive components such as

group exercises and discussions into his sessions. However, he might have
promoted greater active engagement by promoting candid conversations,
experience sharing, and problem-solving activities based on real-world
circumstances.
 Role-playing Scenarios: Playing roles Include role-playing exercises in your
scenarios so that participants can experience using their newly acquired
communication skills in authentic work environments.
 Exercises for Application: Provide tasks and challenges related to the
participants' everyday jobs that immediately connect the training material
to their experiences, so they may recognize its instant relevance and
applicability.

Before, during, and after training, trainees, and supervisors:

 Pre-Training Assessment: To establish individualized learning objectives,

supervisors and trainees should have been asked to evaluate their present
communication abilities and pinpoint areas in need of development before
the training program.
  Application in Work Setting: Encourage trainees to participate fully in all
training sessions and conversations by asking them to share their
knowledge and experiences to improve learning.
 Use in Work Environment: Assist managers in providing trainees with
chances to integrate recently learned abilities into their regular work
schedules and offer helpful criticism on their development.
 Peer Learning: Encourage a culture of support and learning among peers so
that trainees can discuss accomplishments, setbacks, and best practices
with supervisors and each other.
 Continued Learning: To support continual progress in communication skills,
give access to extra resources and growth opportunities, and encourage
supervisors and trainees to see training as a continuous process rather than
a one-time event.

4. What should Carlos do about the transfer problem at the school board? What
changes should he make next time he delivers a training program? What should
he do differently and why?

Carlos encounters a considerable hurdle when providing the responsibility(writes)

to the school board, like that of the non-acceptance of his training program by the
participants. This is shown through the non-change in their attitudes. To address
this issue and improve the effectiveness of future training programs, Carlos
should consider several steps.

1. Assess Training Needs: Before planning and presenting the training program
the case Carlos needs to carry out a rigor needs assessment to have in mind which
are the specific communication problems dealt to the school board. The data
collection process should consider the participation of all stakeholders: the
teachers, students, parents, and administrators as well to make sure that the
training therapy has answers to what the most pressing problems are.

2. Tailor Training Content: Considering the needs assessment, what Carlos should
make is communication training tailored to the communication issues that have
been determined by the stakeholders. It could provide training that is more
“comprehensive and context-specific” meaning that training on specific
communication skills or strategies for school boards is given priority over generic
exercises and activities.
 3. Increase Engagement and Relevance: Carlos always made it an enjoyable
experience for his trainees with the games and exercises he used but it should be
something relevant and engaging to the participants to sustain/create lasting
behavior change. Carlos may provide more inter-active and hands-on exercises
that will act as representatives of the typical practical tasks simply carried out by
the school board officials. It may feature role-playing games, case studies, or
similar gamified applications reflecting the internal system, e.g. hierarchy.

4. Provide Ongoing Support and Reinforcement: The provision of training

programs cannot be limited by the one-day training. In the final step, Carlos
should, therefore, develop organizational structures for ongoing support and
behavior alteration reinforcement so that facilitated learning may be practically
employed on the job. This may include follow-up workshops, coaching sessions,
and peer support networks that can assist staff to interact with their experience
of communication among their colleagues and share best practices related to
effective communication.

5. Involve Leadership and Supervisors: To acquire and maintain the board as well
as the supervisor's commitment and support, the proposal Carlos should engage
them in the planning and implementation process, as this will boost his chances
of success. This may mean providing supervisors with some training to help them
realize the value of communication and deal with the practical aspects that must
be covered to make the new skills operational.

6. Measure and Evaluate Impact: In the evaluation process, Carlos ought to

develop a comprehensive system that can determine the impact of the training
on communication effectiveness across the county department's board. This
might involve getting participants’ feedback, running surveys, or interviewing
some of the stakeholders and tracking communication outcomes affected
indicators over time.

Through these forms of action, Carlos could ensure the efficacy of his training
programs and properly resolve the communication problems that are specific to
the school board. For him to succeed, though, he should recognize a
comprehensive response to stubborn issues like communication would not come
from just training session delivery but would require a holistic approach that will
encompass, for example, stressing how important it is to develop effective
communication skills to be able to use the gained knowledge appropriately in
different situations.