Prepare A PowerPoint Presentation To Train Mid-Level Manager ✓ Solved

Prepare a PowerPoint presentation to train mid-level manager

Prepare a PowerPoint presentation to train mid-level managers in your organization to help them design an effective training process for employees in their department. Include: an overview of the training; steps for conducting a needs analysis; the training content; how trainers are selected; two organizational objectives; two training objectives; the target audience and their learning styles; evaluation of training models and selection of one with justification; comparison and contrast of different training methods and connection of methods to learning styles; how training effectiveness will be evaluated and why evaluation is critical; and how managers should ensure transfer of training.

Paper For Above Instructions

Overview

This PowerPoint-based training for mid-level managers is designed to enable them to design, implement, and evaluate effective employee training processes in their departments. The session will present a structured approach—needs analysis, content design, trainer selection, delivery methods, model selection, evaluation, and transfer strategies—so managers can operationalize training aligned with organizational goals (Noe, 2017; Salas et al., 2012).

Steps for Conducting a Needs Analysis

1. Organizational analysis: identify strategic priorities and performance gaps (Noe, 2017).
2. Task analysis: determine the tasks, skills, and knowledge required for specific roles (ATD, 2014).
3. Person analysis: assess which employees need training and their readiness (Kirkpatrick & Kirkpatrick, 2006).
4. Gap identification: map current vs. desired performance and prioritize training needs (Salas et al., 2012).
5. Data collection and validation: use interviews, surveys, performance metrics, and observation to confirm needs (Baldwin & Ford, 1988).

Training Content

Content should be modular and aligned to identified gaps: core technical skills, role-specific procedures, soft skills (communication, coaching), compliance, and continuous improvement practices. Use Bloom’s taxonomy to define measurable learning objectives from knowledge to application and evaluation (Bloom, 1956).

Trainer Selection

Trainers are chosen based on subject-matter expertise, instructional skill, and credibility with learners. Options include internal subject-matter experts (SMEs), professional trainers, or blended teams. Selection criteria should include prior training experience, facilitation skills, ability to provide feedback, and alignment with company culture (Noe, 2017; ATD, 2014).

Organizational Objectives (Two Examples)

• Improve frontline productivity by 15% within 12 months via standardized operating procedures.
• Reduce customer complaints by 20% through enhanced service skills and problem-resolution training.

Training Objectives (Two Examples)

• By program end, participants will correctly apply the new SOPs in 90% of observed tasks (behavioral objective).
• Participants will increase customer-resolution accuracy from baseline by 25% on post-training assessments (performance objective).

Target Audience and Learning Styles

The audience is mid-level managers and frontline supervisors responsible for implementing training. Learning styles vary: some prefer experiential, others reflective, some are visual or auditory learners (Kolb, 1984). Training should therefore include a mix of hands-on practice (experiential), case reflection (reflective), visual aids (diagrams, flowcharts), and narrated demonstrations to accommodate diverse styles (Kolb, 1984; Bloom, 1956).

Evaluation of Training Models and Model Selection

Common models: ADDIE (Analyze, Design, Develop, Implement, Evaluate), Kirkpatrick’s Four Levels (reaction, learning, behavior, results), and experiential learning cycles (Kolb). ADDIE provides systematic instructional design; Kirkpatrick focuses on layered evaluation; Kolb emphasizes learner experience. For mid-level managers tasked with designing training processes, ADDIE is recommended as the primary framework because it integrates needs analysis, design, development, implementation, and iterative evaluation—making it practical for managerial planning and scalable across departments (Noe, 2017; Kirkpatrick & Kirkpatrick, 2006).

Comparison of Training Methods and Connection to Learning Styles

Managers should blend methods to meet diverse styles—e.g., combine short e-learning modules (visual/self-paced) with simulation labs (experiential) and workplace coaching (reflective) to maximize engagement and learning transfer (Salas et al., 2012).

How Training Effectiveness Will Be Evaluated and Why Evaluation Is Critical

Use a mixed-methods evaluation anchored in Kirkpatrick’s model: Level 1 (reaction surveys), Level 2 (pre/post knowledge and skills assessments), Level 3 (behavioral observation and 30–90 day performance metrics), and Level 4 (organizational results such as productivity, quality, and customer metrics) (Kirkpatrick & Kirkpatrick, 2006). ROI analysis can quantify financial impact when appropriate (Brinkerhoff, 2006). Evaluation is critical to demonstrate value, inform iterative improvements, ensure alignment with organizational goals, and justify continued investment in learning (Saks & Burke, 2012).

How Managers Should Ensure Transfer of Training

To ensure transfer, managers must create supportive conditions: clarify expectations, provide opportunities for practice, give timely feedback, align rewards and recognition, and remove barriers to application (Baldwin & Ford, 1988). Establishing post-training action plans, coaching check-ins, and integrating new behaviors into performance reviews increases the likelihood of sustained change (Brinkerhoff, 2006).

Sample Evaluation Questions (for final slide)

1. How confident are you in applying the new procedures on the job? (Reaction/Level 1)
2. Which skills improved measurably in the post-training assessment? (Learning/Level 2)
3. Give an example of how you applied the training at work in the past 30 days. (Behavior/Level 3)
4. What changes in team performance metrics have you observed since training? (Results/Level 4)
5. What barriers still prevent full application, and what support is needed? (Transfer enablers)

Conclusion

Equipping mid-level managers with a structured training design process—grounded in ADDIE, informed by needs analysis, and using blended methods—supports measurable performance improvements. Combining rigorous evaluation with deliberate transfer strategies ensures training yields tangible organizational results and continuous learning capability (Noe, 2017; Kirkpatrick & Kirkpatrick, 2006).

References

• ATD (Association for Talent Development). (2014). The ASTD Handbook of Training Design and Delivery. ATD Press.
• Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105.
• Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Longmans.
• Brinkerhoff, R. O. (2006). Telling Training's Story: Evaluation That Matters. Berrett-Koehler.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels (3rd ed.). Berrett-Koehler.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
• Noe, R. A. (2017). Employee Training and Development (7th ed.). 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.
• Saks, A. M., & Burke, L. A. (2012). An investigation into the relationship between training evaluation and the transfer of training. International Journal of Training and Development, 16(2), 118–127.
• Swanson, R. A., & Holton, E. F. (2009). Foundations of Human Resource Development (2nd ed.). Berrett-Koehler.