My Worst and Best Training Experiences

Institution

Course Code: Title

Instructor Name

October 15, 2023

This paper is my own work that I created specifically for this course and this section. All research or material I used in preparing this paper has been properly acknowledged within the assignment in accordance with academic standards for complete and accurate citation of sources.

My Best and Worst Training Experiences

This assignment identifies one of my worst and best training experiences. It analyses the target audience in each training, the training objectives, training site, and the training methods used to demonstrate what aspects made the training good or bad. The assignment is based on the concepts of transfer of learning, training evaluation, training methods, design of training, and learning theories covered in weeks 4 to 8 of the course.

My Worst Training Experience

My worst training experience was a two-day training themed Optimizing Leadership, which targeted departmental heads and members of the marketing department at an organization where I worked as a human resource intern. The training was held at the organizations interview room, which was barely large enough to accommodate all twelve trainees. The training sought to realize three main objectives: to develop strategic leaders, build seamless decision-making, and build holistic stewardship. The primary training method was the lecture, which was complemented by short discussions among trainees in groups of between two and three.

Factors that Contributed to the Trainings Ineffectiveness

Several factors contributed to the ineffectiveness of the training. To begin with, the objectives did not align with trainees expectations. From the onset, the trainees expected the training to focus on marketing, with the objective of building strategic marketers and market leadership. This was why all members of the marketing department were involved. However, there was miscommunication between the organization and the trainers, who designed the training to focus on teamwork and leadership in general, with marketing only assigned two hours in the entire training program. Unfortunately, the training program was not shared with participants until the day of the actual training.

Despite the confusion, the training site partly catered to the trainees needs. There was proper ventilation to ensure comfort, the walls and fixtures incorporated bright colors that helped boost focus, and the upholstered chairs and tables created a professional atmosphere throughout the training period. However, the space was severely limited, making it challenging to hold proper group discussions.

The trainers primarily used the lecture delivery method, which they complemented with group discussions from time to time. According to Blanchard and Simmering (n.d.), the lecture method is most appropriate when the trainer aims to create a general understanding about then study topic, rather than to build skills or instill strategic and procedural knowledge. In this case, the training sought to improve the trainees leadership and strategic management skills by creating new facts and insights, and not to create a general understanding of what such leadership entails. Thus, behavioral approaches such as in-basket techniques, role play, business games, and case studies would have been more helpful in simulating strategic decision-making among trainees (Blanchard & Simmering, n.d). For instance, one of the topics covered in the training was big picture leadership. Instead of lecture, the trainer would have developed a more relevant session if they came up with case studies involving either real or imaginary situations, where the trainees could conduct analyses, weigh possible alternatives, and come up with the most appropriate solution in view of the bigger picture.

At the same time, the lecture method was not appropriate for the audience given that the trainees are not experts in the topic and may require some time to process the ideas learned and put them into perspective. The lecture passed too much information within a limited time, which made retention difficult (Blanchard & Simmering, n.d.). The trainers could have realized greater efficacy if they delivered the information in small bits over a longer period and if they used techniques that allowed more trainee engagements such as open discussions or role playing to help the audience retain more information.

Theoretical Foundation

The training was based on Knowles adult learning theory (andragogy), which postulates that adults learn differently from children. They are more independent and prefer self-directed rather than instructor-led learning (self-concept), they draw most of their knowledge from their years of experience (adult learner experience), and are intrinsically motivated to learn (Culatta, 2015). At the same time, they exhibit more readiness to learn when such learning promises to improve their work and when learning addresses an existing problem (Culatta, 2015). In line with Knowles theory, the trainers injected a lot of real world examples into the lecture to ensure the content had an immediate benefit and application for the trainees. They also included several assessments and simulations, including leadership and personality tests to help trainees determine their areas of strength and weaknesses as leaders. This may have been an attempt to make the learning self-directed and ensure that training addresses existing gaps in leadership rather than simply transfer knowledge.

Evaluation of the Learning and Effectiveness of Training

At the end of the second day, the trainers carried out a mini-evaluation to assess the effectiveness of the training. The evaluation was basd on the Kirkpatricks four-level model, which evaluates effectiveness by measuring reactions, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2016). However, the evaluation was not very effective as it was only conducted up to the reaction level. The trainers asked trainees to rate, using a smile sheet, how happy they were with the training, how relevant it was to their role, and the effectiveness of the mode of delivery. They also asked about potential areas of improvement and the trainees suggested incorporating behavioral learning approaches to make the training more relevant to the workplace. The feedback was given verbally as the trainers took note. To evaluate effectiveness of the learning, the trainers asked the trainees to organize a sitting the following week to develop a proper marketing plan for the organization based on the knowledge gained in the training. However, this did not take place and the trainers did not make any follow-up attempts.

Factors that Hindered the Successful Transfer of Learning

Close to one year after the training, I can conclude that we did not transfer what we learned...

…in knowledge and skills. The assessment contained basic multiple choice questions on different areas of the training content. This was the Learning level evaluation of the Kirkpatricks model. The final evaluation was conducted four months after the completion of training, when the trainers organized a follow-up meeting with participants to assess the extent to which they had instituted changes in their departments in line with the knowledge and skills learned. Participants reported the advancements made in their respective projects as well as the challenges faced in implementation. The trainers then gave their insights and advice on how to address the challenges to ensure smooth implementation.

Competencies, Knowledge, and Skills of the Trainers

The trainers demonstrated adequate understanding of learning theories as well as the principles of andragogy in their delivery. They designed the content in line with the steps of the social learning theory, which enhanced the effectiveness of the learning process. At the same time, they ensured that the content addressed the current problems faced by the organization and that the learner had an opportunity to discover knowledge for themselves through the proposal-writing project. This showed that the trainers understood the andragogy principle that adult learners are self-directed and task-oriented (Culatta, 2015). At the same time, the trainers demonstrated competence in the selection of the instructional design and methods of delivery, which were appropriate for both the topic and audience (ATD Las Vegas, 2023). Additionally, the trainers demonstrated effective coaching skills by guiding trainees, some of whom had never developed a funding proposal before, to develop one on their own. Finally, the trainers demonstrated skill and competence in impact evaluation by organizing follow-up sessions to assess how well the trainees were putting what they learned into action in their roles (ATD Las Vegas, 2023).

Factors that Contributed to the Successful Transfer of Learning

We successfully transferred the knowledge acquired in the training to the workplace by developing more funding proposals and streamlining our monitoring and evaluation systems, among other things. Several factors contributed to the successful transfer. First, we received the motivation and support to practice what we learned from our organizational leaders. For example, our director kept encouraging us to develop more funding proposals and not to give up even when most of them were not approved. She always gave recognition to those who made the effort, even when the response was not positive. Further, the transfer was successful because the trainees perceived the training as useful and relevant, which enhanced their willingness to practice what they learned. The continuous follow up by the trainer to check how far we were in applying the concepts learned was also beneficial in facilitating transfer as it provided a means to access expert advice and insights on how to address implementation challenges.

The training was successful. However, such training could be more effective and relevant if the trainers incorporated a results-oriented evaluation as well (Kirkpatrick & Kirkpatrick, 2016). Such an evaluation would involve tracking the impact of training in the long-term and its effect on key performance indicators such as return on investment, sustainability index, and increased sales (Kirkpatrick &…