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Rationale for Plan Development
To develop and implement the training program for employees of XYZ organization, instructional design suggested by Gagné and Briggs will be used (Colakoglu & Akdemir, 2012). The mentioned approach allows creating a well-structured strategy to educate employees and achieve the goals stated. In particular, it provides essential grounds to encourage others to communicate, including the use of encouragement, questioning, self-disclosure, feedback, and the formulation of adequate conclusions. Based on communication techniques and problem solving, a series of Gagné-Briggs events lead to effective solutions.
From the stance of the organization, employees will acquire motivation to increase their efficiency, thus contributing to its overall performance. In their turn, employees will be motivated to work better, feel comfortable at the workplace, and receive the corresponding remuneration.
It is expected to address the problem of the lack of motivation, focusing on the comprehensive method of Gagné and Briggs to the construction of the learning process, through which a single system will be composed of the goals of instruction, teaching material, and tools. The educational information will be organized specifically, realizable technologically, and adjusted ethically.
Required Resources
The Chief Human Resources Manager will be responsible for planning, organizing, and monitoring the learning process. Considering that motivation, cooperation, and efficiency are the core goals of the future training, it is appropriate to utilize the resource of the internal trainer. As noted by Yap and Webber (2015), it is more effective rather than the outside experts, since the former understand the situation inside, cooperate with employees, and present the cost-saving decision. The key performer of training will be the Chief HR manager, while other managers will participate in design and preparation.
The required set of equipment includes several comfortable rooms, projector, and laptop. To learn effectively, employees will need such materials and training manual, quick reference sheets, name cards, and markers. Since training will be provided inside the organization, no travel resources will be required. The budget for this training will be identified by costs on equipment, materials, and remuneration for the trainer and managers.
Instructional Strategy
Following the order of Gagné-Briggs events, it is possible to divide the training sessions into several parts, while some of them will be integrated with the related ones. To begin with the positive note, the introduction of the topic and group engagement will be based on ice-breaker activity in terms of the first two events. Paying attention to the fact that all employees are adult learners, it is essential to recall prior learning (the third event) with the aim of building the training on previous knowledge.
Blanchard and Thacker (2012) propose the importance of simulations, including engaging, challenging, and replicating. In this connection, the educational material will be presented based on real life examples. Such an approach will ensure that each employee understands the topic and its necessity in the context of the organization. The presentation will focus on clear and actual situations that may be encountered at the given workplace. It is expected that the HR manager will collect the mentioned information from experience of the organization and other companies working in the field.
The learning guidance will be provided as the next step of the training. This implies group discussion and instructional support. This part of the training aims at practicing and knowledge reiteration that will lead to the complete comprehension of the topic. The trainer will engage employees in group discussion, asking them to reveal their ideas, problems, and any other details regarding the issue. In response, others will provide their answers, thus facilitating the learning process and making it more effective.
The event of performance elicitation will be based on deep-learning questions with reference to the previous experience. For example, the trainer will ask about how new knowledge may be used to resolve some situation that employees encountered previously. It is also will be useful to provide tips and hints to learners’ answers and views, thus helping them to understand the educational material.
The implementation of feedback tool will allow the HR manager to organize and compare employee opinions about the learning process and topic across the organization. Thus, this manager will receive information from employees, which he or she can use to improve management processes. More to the point, employees of the company will know that there is a single and regular tool by which the results of their work are to be evaluated. Within the framework of such an event, they will have the opportunity to express their views and realize interaction with their colleagues, thus exchanging constructive opinions. As stated by Ruck and Welch (2012), clear feedback promotes timely identification of problems and unresolved issues, and helps to resolve them promptly.
At the end of the training, each employee will be asked to complete a questionnaire, the purpose of which is to find out his or her opinion and perceived effectiveness of the program. The main criterion was the assessment of the possibility to use the knowledge gained in practice (Men, 2012).
Further, group discussion will be conducted to assimilate the educational material. Thus, level one and level three evaluations will be utilized. The last part of the training refers to the concluding remarks that will return employees to their job and provide the specific insights on how to apply new knowledge in practice. The actual examples will enhance retention and help them in the process of knowledge internalization.
The following Table 1 provides the detailed instructional strategy regarding development and implementation of employee training described above.
Table 1. Training instructional strategy.
Job Aid
This job aid focuses on employee motivation as the goal set for the organization.
Motivation factors
Engagement in the team
Employee awareness of the role performed by them encourages to act more effectively. The perception of oneself as a functionally-staff unit and as a person at the same time promotes the desire to work. The clearly set goals and objectives help in motivating them as well. It is necessary to give the employee the opportunity to feel that he or she is contributing to the core mission.
Corporate culture as a means of employee motivation
It is essential to create friendly atmosphere so that employees may feel comfortable while performing their job. For the majority of employees, the best motivation is the organization’s openness towards them (Elnaga & Imran, 2013). As a rule, employees have many ideas and even more willingness to discuss them. Let them address the manager directly, without the intermediary and expectations in the waiting room, and they will express their initiative.
Fulfillment of promises
Team members need to be confident in their leader and in the project they are involved in. They want to know exactly what awaits them ahead, what reward they will receive, and how to address potential challenges.
Examples of successful people
This is a way that inspires employees. Sometimes it is enough to give an example that John Rockefeller, born in poverty and become the head of the family at the age of 16 because of an irresponsible father, could not think that by the age of forty he will have the majority of the entire US oil business. Who would have thought that such a typical office worker could become so successful!
It should be noted that motivation strategies and methods are to be used in combination, since such an approach creates integrity of the organization and cooperation between employees.
References
Blanchard, P. N., & Thacker, J. W. (2012). Effective training: Systems, strategies, and practices (5th ed.). New York, NY: Pearson.
Colakoglu, O. M., & Akdemir, O. (2012). Motivational measure of the instruction compared: Instruction based on the arcs motivation theory vs. traditional instruction in blended courses. Turkish Online Journal of Distance Education, 11(2), 73-89.
Elnaga, A., & Imran, A. (2013). The effect of training on employee performance. European Journal of Business and Management, 5(4), 137-147.
Men, L. R. (2012). CEO credibility, perceived organizational reputation, and employee engagement. Public Relations Review, 38(1), 171-173.
Ruck, K., & Welch, M. (2012). Valuing internal communication: Management and employee perspectives. Public Relations Review, 38(2), 294-302.
Yap, Q. S., & Webber, J. K. (2015). Developing corporate culture in a training department: A qualitative case study of internal and outsourced staff. Review of Business & Finance Studies, 6(1), 43-56
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