QUESTION 1: As a training representative for a large organization, Sue Campbell implemented an off the job training program for employees on Speed reading on the assumption that they faced a sizeable amount of incoming work. She put in a lot of resources, financial and human, into the training program. Although the participant's attitude and response during the program was positive, and the company registered increased speed reading, on evaluation, she found out that the employees were not implementing their new knowledge and skills on the job. They reported being using the skills in off the job reading and had a negative attitude towards reading material that crossed their desks. In describing this case, there was training of employees but no development. Important topics from this are: Training needs assessment, models of the training system, and evaluation of effective training.
QUESTION 2: HRM department, the Training representative, the Regional training representatives, and employees.
QUESTION 3: Theoretical concept linked to the case is the Concept of experiential learning cycle-reflective observation of organizational needs was not partaken, abstract conceptualization, active experimentation and concrete experiences, which are crucial, lacked in this case. The company was thus unable to employ the results outcome to the learning process. Organizational needs were not matched with the employee's abilities.
QUESTION 4: There was training undertaken but no development. Resources allocated, without initial evaluation of the need, through Task analysis, individual analysis, and prioritizing objective for training. It did not follow conceptual framework of organization training cycle, employer did not determine competencies needed, thus did not identify the gap between existing, and needed competencies. The usefulness of new skill learnt in the program was not applied by the employees.
QUESTION 5: Yes, she did. The objective of the program is positive, but without implementation of the new skills learnt, signifying that employee's capability to be productive was irrespective of the training. The Cost versus benefit analysis inclines more towards more cost.
QUESTION 6: By organizational analysis (resources, capabilities, performance), Task analysis (evaluation, participation), individual analysis (attitude, potential), training priorities and objectives and most importantly, by formulating a training plan. They should ensure they know training objectives right from the beginning.
QUESTION 7: Research on employees attitudes on new programs before using them, Prior identification of need for training by conceptualizing needs assessment and making a training plan, costs/benefits analysis, and employee motivation.
QUESTION 8: No. Although undertaking the program will reflect back on the employees output, through skill adaptation, the training program would be ineffective upon evaluation.
QUESTION 9: Training activities can be good or bad. Evaluation entails Reaction of employees to program, Learning (extent, mutual exchange of information), Behavior change after program, including experiences, attitude and motivation, and lastly Results, which entail the overall outcome.
QUESTION 10: Accurate training needs analysis, job rewards for behavior and skills learnt and applied in training, and employee motivation.