Southwood School: A Case Study In Training And Development

Southwood School A Case Study In Training And Developmentby Fiona L

Southwood School: A Case Study in Training and Development By Fiona L. Robson

TRAINING AND DEVELOPMENT STUDENT WORKBOOK Project team Author: Fiona L. Robson SHRM project contributors: Bill Schaefer, SPHR Nancy A. Woolever, SPHR External contributor: Sharon H. Leonard Editor: Courtney J. Cornelius, copy editor Design: Terry Biddle, graphic designer © 2008 Society for Human Resource Management. Fiona L. Robson Note to Hr faculty and instructors: SHRM cases and modules are intended for use in HR classrooms at universities. Teaching notes are included with each. While our current intent is to make the materials available without charge, we reserve the right to impose charges should we deem it necessary to support the program.

However, currently, these resources are available free of charge to all. Please duplicate only the number of copies needed, one for each student in the class. For more information, please contact: SHRM Academic Initiatives 1800 Duke Street, Alexandria, VA 22314, USA Phone: ( Fax: ( Web: © 2008 Society for Human Resource Management. Fiona L. Robson

Case Study: Southwood School - A Review of Training and Development Initiatives

Introduction

Southwood School faced significant challenges with its existing performance management system, particularly among support staff. Recognizing the need for a more effective process, school administrators decided to implement a newly designed system supported by a comprehensive training program aimed at both managers and support staff members. This case study explores the design, delivery, and evaluation of these training initiatives, highlighting the complexities involved in organizational training and development practices within a school setting.

Background and Context

The previous performance management system was widely unpopular among support staff, leading to numerous issues such as missed deadlines, confusion regarding process requirements, and perceptions of inefficiency. Consequently, school leaders recognized that a reform was necessary to better align performance evaluation with organizational goals and staff development needs.

The move towards a new system required a formal training program to ensure consistent implementation and buy-in from all stakeholders involved. The focus was on designing and delivering training tailored to the needs of managers (appraisers) and the support staff members (appraisees). Each training component had to address specific needs, learning styles, and potential resistance stemming from past experiences with the previous system.

Designing the Training Programs

Manager (Appraiser) Training Program

Needs analysis revealed the importance of a customized approach, with the internal HR manager tasked with designing and delivering the training to ensure relevance and flexibility. The realities of the school’s internal environment dictated that external trainers or generic online modules would only prove inadequate for addressing specific organizational nuances.

The training was structured as a two-hour interactive workshop featuring a mix of presentations, role plays, case studies, and group exercises. Core topics included communication skills, how to complete performance documents, setting SMART objectives, and developing staff training needs. Prior to the session, managers reviewed the relevant documentation—either via email or in training materials—and then engaged in activities designed to develop practical skills.

The delivery environment was carefully chosen to minimize disruption—training was held outside normal school hours and in a classroom equipped with IT resources. The program emphasized active participation, with feedback collected through evaluation forms to assess both comprehension and perceived value of the training.

Support Staff (Appraisee) Training Program

Given the difficulty in engaging support staff for focus groups, an email survey was utilized to solicit input on their training needs. The subsequent training program prioritized interactive activities, role-plays, and practical exercises, with no pre-work assigned to reduce apprehension. The session included explanations of the new performance management system, completing documentation, and understanding how performance reviews benefit individual development.

Similar to the manager training, sessions were scheduled outside regular hours and offered overtime pay as an incentive. The program aimed to accommodate diverse learning styles, though limited time proved challenging for comprehensive engagement and participation. Feedback from trainers indicated the session's content was useful, but participant involvement was limited, suggesting the need for future adjustments.

Program Delivery, Evaluation, and Outcomes

The trainer’s feedback on the manager workshop was positive, noting successful coverage of material, active participation, and a generally high level of understanding among participants. However, some managers remained skeptical about the tangible benefits of performance management, highlighting a residual resistance that could hinder full system acceptance.

Feedback from managers provided quantitative and qualitative insights. While many rated the quality of materials and trainer knowledge highly, some expressed dissatisfaction with the engagement methods and logistical arrangements. Participants indicated increased confidence in conducting performance reviews, though a significant portion remained cautious about the administrative burden and perceived value.

On the other hand, the support staff training faced more challenges, primarily time constraints and participant engagement. Trainers reported limited participation and insufficient time to explore all training topics deeply, illustrating the difficulty of balancing comprehensive content within brief sessions. Nonetheless, the initiative laid a foundation for ongoing development and highlighted areas for future refinement.

Concluding Observations

This case underscores several critical considerations in the design and implementation of training programs, particularly within educational organizations. First, assessing the specific needs of different groups ensures relevance and increases the likelihood of successful adoption. Second, employing varied instructional methods caters to diverse learning preferences and enhances engagement. Third, logistical planning—such as scheduling outside busy periods and offering incentives—can significantly influence participation and perceived value.

Furthermore, overcoming resistance rooted in previous negative experiences requires clear communication about benefits and active involvement of staff in the process design. This participative approach fosters ownership and minimizes skepticism. Lastly, ongoing evaluation, both formative and summative, is vital to measure effectiveness and guide subsequent training iterations.

In essence, training in performance management systems amid organizational change is complex yet essential. It demands careful planning, stakeholder involvement, and adaptability. Success hinges on balancing organizational needs with individual learning styles and fostering a culture that perceives performance management as a tool for growth rather than just an administrative task.

References

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