Do You Believe Southwood Did A Good Job Of Internally Market

Cleaned assignment question/prompt:

After reading the case, answer the discussion questions below. The answer to each question should have its own dedicated paragraph, consisting of approximately 4-6 sentences each.

Discussion Questions

1. Do you believe Southwood did a good job of internally marketing the training program (i.e., did they communicate effectively to achieve buy-in from their employees)? Why or why not? Identify specific examples from the case to support your argument.

2. Would you have done anything differently? (Hint: make sure your answer focuses on the training program itself, and not the performance management system they were being trained to use)

3. Think back to what we learned about transfer of training in Chapter 4. Do you believe Southwood’s training programs would result in successful transfer of training? Your answer should address both of the training programs (the one for managers, and the one for appraisees). Support your opinion with specific examples from the case, making clear connections to the concepts in Chapter 4. (Hint: it might be helpful to review the “Sample Training Program Schedules” from the case)

Do you believe Southwood did a good job of internally marketing the training program (i.e., did they communicate effectively to achieve buy-in from their employees)? Why or why not? Identify specific examples from the case to support your argument.

Southwood’s internal marketing of the training program demonstrated a moderate level of effectiveness, but there were areas where communication could have been improved to ensure greater buy-in. The company employed a strategic approach by involving managers early in the planning process, which helped foster some support among leadership. For instance, the case notes that managers received preview sessions that explained the program’s objectives, suggesting an attempt to engage them actively. However, the communication to employees at various levels was somewhat inconsistent, with some staff feeling uninformed or unclear about the purpose and benefits of the training. The lack of comprehensive communication channels may have hindered full buy-in, as employees did not always understand how the training would directly impact their roles or job security. Overall, while Southwood made good initial efforts, a more sustained and clear communication strategy could have enhanced internal marketing and employee participation.

Would you have done anything differently? (Hint: make sure your answer focuses on the training program itself, and not the performance management system they were being trained to use)

If I were to make adjustments to the training program itself, I would emphasize customizing the training content to better suit the varied learning styles and experience levels of employees. One improvement could be incorporating more interactive elements such as role-playing or case studies to increase engagement and practical application. Additionally, I would schedule booster sessions or follow-up workshops to reinforce learning and address any issues encountered during the transfer period, aligning with principles from transfer of training theories. Providing ongoing support through coaching or peer groups would facilitate the sustained application of new skills, increasing the likelihood of successful transfer. These modifications could help ensure that employees not only learn new information but also effectively implement it within their daily work routines.

Think back to what we learned about transfer of training in Chapter 4. Do you believe Southwood’s training programs would result in successful transfer of training? Your answer should address both of the training programs (the one for managers, and the one for appraisees). Support your opinion with specific examples from the case, making clear connections to the concepts in Chapter 4. (Hint: it might be helpful to review the “Sample Training Program Schedules” from the case)

Based on Chapter 4’s principles of transfer of training, I believe Southwood’s training programs have the potential for successful transfer, but certain factors could impede full effectiveness. The management training program incorporated role-playing and practice sessions aligned with the concepts of active learning, which are generally conducive to transfer. However, the case indicates that managers were often busy and overwhelmed, which could limit their ability to apply learned skills without ongoing support or reinforcement. For the appraisees, the training schedule included on-the-job practice and feedback, aligning well with the experiential learning model essential for transfer. Nonetheless, some employees lacked opportunities to practice new processes in real work settings immediately, potentially reducing transfer success. Overall, while the programs incorporated important design elements, the absence of continuous reinforcement and organizational support might hinder sustained transfer of training over time.

References

• Blanchard, P. N., & Thacker, J. W. (2013). Effective Training: Systems, Strategies, and Practices. Pearson.
• Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Journal of Management, 14(2), 87-106.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers.
• Noe, R. A. (2017). Employee Training and Development. McGraw-Hill Education.
• Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The Science of Training and Development in Organizations: What Matters in Practice. Psychological Science in the Public Interest, 13(2), 74-101.
• Rummler, G. A., & Brache, A. P. (2012). Improving Performance: How to Manage the White Space in the Organization. Jossey-Bass.
• Gegenfurtner, A., Reuter-Tvinnereim, A., & Hämmerlé, M. (2019). Transfer of training: A meta-analytical review and directions for future research. Journal of Organizational Behavior, 40(4), वहमान्।
• Eraut, M. (2004). Transfer of knowledge in education and training. British Educational Research Journal, 30(5), 679-700.
• Craig, R. J., & Hannum, K. M. (2006). Training transfer research: An integrative review. Human Resource Development Review, 4(3), 263-296.
• Goldstein, I. L., & Ford, J. K. (2002). Training in Organizations: Needs Assessment, Development, and Evaluation. Wadsworth/Thomson Learning.