Imagine That You Have Been Tasked With Creating A Tra 591021

Imagine That You Have Been Tasked With Creating A Training And Develop

Imagine that you have been tasked with creating a training and development program for midlevel business managers in an organization. A midlevel manager is defined as a manager of managers. You need to present your proposed training program to your supervisor, including selecting a training model, conducting a needs analysis, writing learning objectives, and creating training content. The presentation should be 12 to 14 slides (excluding title and reference slides) and include specific elements: a discussion of the chosen training process model and rationale, description of the needs analysis steps, connection of the training to organizational objectives, two measurable course objectives, a sample of one program module with participant engagement activity, and proper APA citations for sources used.

Paper For Above instruction

Introduction

Designing an effective training and development program for midlevel managers is essential for organizational growth and leadership succession. Such managers, who oversee other managers, play a pivotal role in translating strategic goals into operational success. This paper outlines a comprehensive training plan tailored for midlevel managers, focusing on enhancing leadership and communication skills, particularly in delivering difficult feedback, managing change, and handling sensitive employee issues. The plan encompasses selecting an appropriate training model, conducting a needs assessment, aligning with organizational goals, crafting clear learning objectives, and developing engaging content.

Training Process Model and Rationale

The Kirkpatrick Model of Training Evaluation is recommended for this training program. As one of the most widely used models, it emphasizes four levels of evaluation: reaction, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2006). This model provides a systematic approach to assessing the effectiveness of training initiatives from participant satisfaction to tangible organizational impact.

The Kirkpatrick Model is suitable because it offers a comprehensive framework that emphasizes continuous feedback and measurable outcomes, ensuring that the training aligns with organizational goals and demonstrates value. Its emphasis on evaluating behavior change and results ensures that the program not only educates but also influences real-world management practices.

Needs Analysis Steps

The needs analysis process includes three key steps:

1. Organizational Analysis: Assess strategic objectives and identify gaps in managerial skills that hinder achieving these goals. This involves reviewing organizational performance metrics and soliciting input from senior leadership.
2. Task Analysis: Break down specific managerial roles and responsibilities to determine the skills and knowledge required for effective performance. For example, managers need skills in delivering constructive feedback and managing employee relations.
3. Person Analysis: Evaluate current managerial competencies through surveys, interviews, and performance reviews to identify skills deficits among midlevel managers.

This systematic approach ensures that the training content is targeted, relevant, and aligned with both organizational needs and individual development requirements.

Link to Organizational Objectives

The proposed training directly supports organizational objectives such as improved leadership, enhanced communication, and increased employee engagement. For instance, if the company’s strategic plan emphasizes a culture of open communication and accountability, equipping midlevel managers with coaching and feedback skills aligns with these goals. Effective managers can foster a more motivated workforce, reduce turnover, and elevate overall performance, contributing to organizational success.

Measurable Course Objectives

• Input Objective: By the end of the training, participants will demonstrate understanding of effective feedback techniques through completion of a role-play assessment with at least 80% accuracy.
• Impact Objective: Within three months post-training, managers will increase the frequency of constructive performance conversations with their teams by 30%, as measured by manager self-reporting and team surveys.

Sample Program Module

One key module focuses on delivering real-time coaching feedback. Participants will engage in interactive activities such as role-playing scenarios where they practice delivering both positive and corrective feedback in a structured manner. For example, managers will simulate coaching sessions, focusing on the "SBI" (Situation-Behavior-Impact) feedback model. This activity promotes active learning, reinforces best practices, and enhances confidence in real-world application.

The module includes debrief discussions to reflect on challenges and success strategies, guided by facilitator feedback. This participative approach ensures skill transfer and prepares managers to handle diverse coaching situations effectively.

Conclusion

Developing a targeted training program for midlevel managers is crucial for aligning leadership capabilities with organizational goals. Using the Kirkpatrick Model facilitates systematic evaluation, while a thorough needs analysis ensures relevance. Clear, measurable objectives and engaging content—such as interactive modules—support skill acquisition and behavioral change. When effectively implemented, such training efforts can significantly enhance managerial performance, employee satisfaction, and overall organizational success.

References

• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers.
• Goldstein, J., & Ford, J. K. (2002). Training in Organizations: Needs Assessment, Development, and Evaluation. Wadsworth.
• Noe, R. A. (2017). Employee Training & 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.
• Brewerton, P., & Millward, L. (2001). Organizational Research Methods. Sage.
• Armstrong, M. (2014). Armstrong's Handbook of Human Resource Management Practice. Kogan Page.
• Antonacopoulou, E. P., & Rouleau, L. (2010). Embodying management practice learning. Management Learning, 41(2), 193-209.
• McCauley, C. D., & Van Velsor, E. (2004). The Leadership Development Framework. In J. C. Salas (Ed.), The Leader in the Mirror: Reflection, Introspection, and the Self Development. Jossey-Bass.
• Leibowitz, B. (2012). Towards reducing the gap - a leadership development model. Management Decision, 50(4), 603-612.
• Cummings, T., & Worley, C. (2015). Organization Development & Change. Cengage Learning.