Crisis LeadershipLesson3

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Feb 20, 2024

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Hannah Housel, 02/01/2024, Lesson 3, Crisis Leadership 501 Homework Questions 1. Discuss the various tools that have been used to try and measure training effectiveness and the pros/ cons to these tools. One way of measuring the effectiveness of training is the idea of a questionnaire with a quantitative number attached to the questions to analyze and produce a rating list of the staff. The issue with this is that those who appeared towards the bottom tend to be criticized highly. They are judged and it creates a tense environment that is unfit for learning and teaching. These questionnaires did not contemplate the different departments of the job that require other skills compared to the other departments and are sometimes to generalized. Whether training is effective or not merely relies on “ does the training make an individual or group of people more productive, efficient, or useful to an organization? ” (Bedingham 1997 Pg. 89). Training needs to relate to the individual’s growth rather than the entire organization. It needs to be focused on is this individual improvement showing? Will they grow to be useful for the position? We want to see individual changes. We need to make it to where the employee knows their starting point and has a goal towards an end point. We want to re-measure progress to show what has changed in the individual. With large change, there can be motivation that sparks the employee to continue growing. We need a feedback system for the employees to know where they are heading in their path. 2. What should you know or understand about the trainees before developing their training? We want to know where they are starting at, what do they already excel at and what do they need more help in? How does this individual learn best? How can we motivate this individual to learn more and appreciate training? We need to be able to develop the skills learned and behaviors into the work environment, maintain these skills, and generalize these skills amongst each employee. We need to be able to understand the employees goal orientation as “ individuals with high performance goal orientation are interested in demonstrating task competence through gaining positive and avoiding negative judgements of competence ” (Chiaburu, Tekleab 2006 Pg. 606). We need to understand if the individual has training motivation as well as supervisor support (the employees tend to find more interest and trust in training if they are an environment that promotes training and shows supervisor competency that makes the training helpfulness more recommended and motivates the employee to perform better). If the employee is highly motivated, they are more likely to have the training be effective. 3. What factors make a difference in training transfer? What makes up the transfer system discussed by Saks & Belcourt? Rather than the focus on the individual level, Saks & Belcourt focus on a more organizational level of transfer of training including “ factors in the person, training, and organization that influence transfer of learning into job performance ” (Holton et al. 2000). Organizational transfer is important as well as the

continuous-learning work environment. This measures how much organizational members share expectations for learning and training. We need a developed pretraining environment that has supervisor support. This is the time that goals are discussed, and the employee is encouraged to learn the most out of the training. What may improve training is mentioning post evaluation before the training occurs. This is a good time that trainees to speak up and become involved by discussing the best ways that they learn and can be involved. During training it is important that identical elements (Experience alike the actual work environment), stimulus variability (variety of experiences and stimuli), and general principles (The base levels of the skills that they are developing) are tied into the training. Post-training is important because there is organizational and social support to keep what was learned engraved. Post-training systems that involve re-meeting, continuing goals, communicating changes, and more help the training to stick. It is often that training gets these methods primarily put only into the training period, there is typically not a pre-training or post-training management upkeep. This is why the results asking who applied their training most often immediately, six months, and one year after the training program led to results indicating “ that 62%, 44%, and 34% of employees transfer immediately, six months, and one year after training, respectively the average of these three values is 47% ” (Saks, Belcourt, 2006 Pg. 639). This could be more effective with the implementation of post-training reinforcement and pre-training goal setting and motivation.

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