Systematic Approach to plan a Training Event
In order to train and improve the leadership skills of the newly hired executives and promoted managers of WCR department, it is evident to formulate a systematic approach to plan the proceedings. Precisely, the systematic approach of training and development must be composed of organised stages that have to be linked with one after another (Elliott and Turnbull, 2015). In terms of rational approaches, first of all, the systematic planning for the training event must identify the organisational aim i.e. train the executives and managers about the customer services, operational functions of WCR department, and transport infrastructure, etc. In the underlying section, the stages of the organised systematic plan have been elaborated effective for the training event.
The Land Transport Authority (LTA) of Singapore has restructured the WCR department that will help to develop walk, cycle, and ride transport system in the country, leading towards environmental sustainability. Therefore, the department of WCR has hired six newly executives and promoted three executives to the managerial posts. Hence, the systematic plan of employee training must clarify the aims and objectives to the members to influence their learning skills and dedication level to learn quickly.
In the next stage of setting up the training requisites, the role and responsibilities of the executives and managers must be defined so that the overall target of the WCR department will be fulfilled. Precisely, six executives and three promoted managers must be trained following different ways so that core competencies, skills, knowledge, and role identification can be defined to the different members (Chalofsky, 2014). Moreover, improvement of the quality and decision-making techniques of the executives, as well as the managers, must be identified as the leading requisites to achieve the target of WCR department.
After setting up the training requisites and needs, it will be time to design the training strategy suitable for the particular training event. Decisively, a demonstrative training and career development event must be organised so that executives and managers can learn the different style of activities, functions, and operations essential for excellent performance (Garavan, 2014). The training strategy must be designed in such a way that meetings, lecture methods, workshops, and real life examples can be shown to the executives and managers influencing the skills and knowledge regarding transport industry and facilities. Also, the budget and overall effectiveness of the training programme must be taken into account during the strategic design of the training event.
Evaluate the organisational aim
Through the identification of the training needs and designing effective training strategy, the last stage of the systematic plan will be to implement the programme according to the order. Meanwhile, suitable date and schedule must be developed to conduct the training events (Rudrabasavaraj, 2010). Precisely, feedback must be noted from the trainees to verify the effectiveness of the entire training event.
The training needs of an individual depend upon the roles and responsibilities of the particular position hold by the person in the organisation. On the basis of the roles and responsibilities of newly recruited executives and recently promoted managers in the WCR department, the training needs of the two job positions vary. According to the given scenario, the managers are the old employees of the firm, who are aware of the transport infrastructure, operations, customer service and other functions of the organisation. The recently promoted managers used to work in the Buses and Trains Department and have good experience of the current transportation system of Singapore (Torraco, 2015). Furthermore, the managers have the basic knowledge of the different functions and operations conducted by the Land Transport Authority (LTA) of Singapore. Therefore, the significant skill they need to develop is the leadership skills to manage the operations of the six newly recruited executives. Firstly, the managers must be trained regarding the different leadership styles and the importance of a leader for the success of the team (Wade?Benzoni and Fulmer, 2014). Furthermore, communication training must be provided to the managers to make them capable of influencing and motivating the executives to perform well. Finally, the managers must be trained to manage the resources and time of the LTA in order to seek success with the new department.
On the other hand, the newly recruited executives are fresher in the field of transportation. The new executives are not aware of the operations and functions of the LTA Singapore. Furthermore, the new executives will have no idea of customer service and transport infrastructure of Singapore’s Land Transport Authority (Torraco, 2015). Hence, the learning needs of the new executives include basic knowledge of the organisation and its operations. Moreover, new executives must be taught about the transportation infrastructure of the country. For example, the executive must have knowledge about the roads and vehicles that operates in Singapore (Wade?Benzoni and Fulmer, 2014). Additionally, the new executives need communication training regarding customer service. The new executives must develop their listening skills and speaking skills to improve the customer service. The new executives need to learn how to behave with the customers and how to work in a team (Torraco, 2008).
Setting up Training and Development Requisites
However, both the job positions need to learn about the aim and objectives of the new WCR department. Hence, a proper training regarding the goal of the WCR department must be conducted to lead the team towards the right direction (Wilson, 2015). Additionally, training must be provided regarding the availability of resources and ways to use them for the benefit of the organisation. Additionally, the training session must include proper description of the job positions to make the executives and managers aware of their roles and responsibilities.
In the current context of WCR department, four types of training methods can be utilised according to the training and development budget. Precisely, the identified training methods are classroom training method, case study method, practical training method, and mixed training method. In the underlying section, each of methods has been briefly described providing the advantages and disadvantages of the training techniques.
Classroom method commonly known as lecture method can be defined as one of the most conventional training techniques suitable for training events of the executives and promoted managers in WCR department (Mabey, 2013). In this particular method, the instructor has delivered speech in front of the trainees in a classroom scenario using different types of tools and modern PowerPoint presentation.
Such employee training programme is effective to train the staffs in a single classroom scenario. Meanwhile, lecture method is also substantially cost effective as well as time saving to say the least (Saru, 2017). Evidently, by using the training technique, instructor can use the corporate storytelling activity to influence the efforts of the executives and managers.
Precisely, the classroom training method can be developed based on the theoretical concepts. Basically, there is no scope to show the practical demonstration of the events to the trainees. As a result of the scenario, such method can become tedious and monotonous as well for the participants.
Case study training method can be recognised as one of the most eventful practices where trainees have been given real life tasks and situations to solve the challenges (Mabey, 2013). Moreover, case study methods can be evident as such method can be applied on the individuals or teams.
In terms of effectiveness, the executives and managers of WCR department can improve their decision-making techniques by using such case study scenario (Grensing-Pophal, 2010). Meanwhile, the efficiency and capabilities of the executives as well as the managers can be improved by the training method. Also, the programme is cost effective as well.
Designing the Training Strategy
In terms of disadvantages, such training system cannot be applied on the subordinate level employees. Therefore, in this particular scenario, the disadvantages cannot be taken into consideration.
Such training method has included a practical training field where the employees are trained providing practical knowledge and skills (London and Wueste, 2012). Meanwhile, workshops have been arranged so that executive and management level officials can be learnt demonstrating the issues and practical context.
By introducing the demonstration method or practical training method, the leadership skills of the managers and executives can be increased (Grensing-Pophal, 2010). Moreover, by using the method, the customer services, features of public transport industry, and other operations of the department can be defined to the target audience.
Invariably, such training methods can be costly for developing new skills and knowledge. Therefore, it is a substantial disadvantage for demonstration oriented training method (London and Wueste, 2012).
Last but not the least; mixed training method is a concept the gathers several training and development methods in a single one (Saru, 2017). However, in case of different types of training, such method is effective for executive as well as managerial officials.
The combine training method has involved significant training techniques to provide the best knowledge and competency to the employees (Saru, 2017). Herein, such technique will be evident for the executive and managers of WCR department to gather experience and knowledge.
In terms of disadvantages, the mixed training method is the costliest method out of the four methods. As the method involves a number of training techniques, significant time and human effort need to be invested.
Learning Curve
The learning curve is a theoretical model that presents a graphical diagram with the rate of progress in performing in one axis and time or attempt of learning in another axis. The learning curve is used to understand the progress of learning of an individual over the time and learning attempts made by them (Wilkinson and Monkhouse, 2014). Hence, the learning curve is also known as improvement curve or progress curve. The figure given below presents a learning curve with three phases:
Figure: Learning Curve
Source: (Fulmer and Goldsmith, 2011)
On the basis of the above figure, it can be seen that learning begins with a slower slope that represents more time and less progress. In the second phase, a steep progress can be seen with less time or number of attempts at learning (Fulmer and Goldsmith, 2011). The final phase is known as plateau, the represents the working phase in the life of a learner. In the third phase, the learner applies the learning based on classroom at workplace and learns while working in the job.
The learning curve plays a vital role in the planning of resource allotment and in setting the schemes for incentive rating that are based on the statistical analysis. The learning curve is used in organisation where direct labours are involved. The learning and application of the learning in the operations is the key factor for the success of the firm (Fulmer and Goldsmith, 2011). The learning curve helps to determine the success of the training process and evaluate the cost incurred to train the new workers. Hence, the learning curve is a decision making tool for the HR department to evaluate the progress of the knowledge management program.
Different methods can be used by the trainees to transfer classroom based learning at workplace that are discussed herein below:
- Apply learning in operations:The trainees of LTA can apply their knowledge and skills in the operations of the firm. For example, the managers can apply the leadership knowledge to manage and control the executives (Grange and Mulla, 2015). On the other hand, the executives can customer service skills learned during the classroom training to serve the customers.
- Transfer knowledge & experience:Another method is to transfer the knowledge and experience of one individual to another by interacting with them and solving their real life problems (Taylor and Weerapana, 2012). For instance, one executive can help other executive in dealing a customer issue.
- Participate in projects and team work:The participation in projects and team work can be helpful in transferring the classroom based knowledge at workplace. For example, the executives can participate in the awareness programmes using their communication skills to teach the public about the new policy and programmes of the LTA (Grange and Mulla, 2015).
- Conduct meeting after work:Finally, conducting meetings at the end of the daily work is a helpful method of transferring classroom based learning at workplace (Taylor and Weerapana, 2012). The end of the day meeting can be conducted to share the problems and find solutions using the classroom based learnings.
References
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