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Supporting Lectures: Review the following lectures: Training Methods Traditional Methods Impact of Technology on Training and Learning Introduction: Before beginning work on this discussion forum, please review the link “ Doing Discussion Questions Right â € and any specific instructions for this topic. Before the end of the week, begin commenting on at least two of your classmates’ responses. You can ask technical questions or respond generally to the overall experience. Be objective, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress.

Submit your responses in the Discussion Area. Tasks: Choose one of the following questions. Question 1: What are the implications of the model for choosing a training method? Why do you suppose organizations invest very little time and effort to gain a higher return from the 70%, a token effort on the 20%, and concentrate considerable resources on the 10%? Then, what is your opinion of the breakdown of these three numbers and why?

Question 2: Your supervisor wants you to consider using Massive Open Online Courses (MOOCs). What items do you look at to determine if your operation should use them? Submission Details: To support your work, use your course and textbook readings and also use the South University Online Library . As in all assignments, cite your sources in your work and provide references for the citations in APA format. Your initial posting should be addressed at 500–1000 words as noted in the attached PDF.

Paper For Above instruction

Introduction

The evolving landscape of training and development within organizations necessitates a comprehensive understanding of various training methods and the impact of technology on learning processes. This paper explores the implications of the Kirkpatrick model for selecting training methods, examines organizational investment strategies related to training effectiveness, and evaluates the appropriateness of Massive Open Online Courses (MOOCs) for organizational development. The analysis integrates scholarly literature to provide a nuanced understanding of these topics.

Implications of the Model for Choosing a Training Method

The Kirkpatrick model, a widely recognized framework for evaluating training effectiveness, emphasizes four levels: reaction, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2006). When selecting a training method, organizations must consider which level they aim to influence, as each method varies in its ability to impact these levels. For example, traditional instructor-led training often excels in delivering knowledge (level 2) and facilitating immediate reactions (level 1), but may be less effective in producing behavioral change (level 3) without follow-up reinforcement (Noe, 2017).

Furthermore, the implications of the model suggest that organizations should align their training strategies with desired outcomes. Interactive methods such as simulations and e-learning modules can enhance engagement and deeper learning (Salas et al., 2012). Conversely, passive methods like lectures may achieve rapid dissemination of information but less behavioral transfer. Therefore, understanding the target level of impact guides organizations in selecting appropriate methods that maximize efficiency and effectiveness.

Investment in the 70%, 20%, and 10%

Organizations tend to allocate resources disproportionately across these segments based on perceived return on investment (ROI). Typically, around 70% of training efforts focus on the 'core' employees who are crucial to operational success, often involving developmental initiatives and core skills enhancement (Birdi et al., 2008). The 20% represents employees with potential for advancement or specialized roles, receiving targeted training to optimize talent pools. The remaining 10% usually consists of high-potential or strategic employees, who are given considerable resources for leadership development and high-impact projects.

Interestingly, organizations invest minimally in the middle segment because the perceived ROI is less tangible. They might underestimate the importance of development initiatives for the 20%, or they may lack strategic alignment. Conversely, they concentrate on the top 10% because of the high-impact potential of these employees in driving organizational success. This prioritization often overlooks the importance of investing in a broader base of employees, which can hinder long-term sustainability and adaptability (Gallardo-Gallardo et al., 2015).

The breakdown of these numbers reflects a strategic focus on maximizing short-term gains, often at the expense of wider workforce development. Critics argue that this approach can create talent shortages and reduce organizational resilience. A more balanced perspective suggests that investing across all segments, particularly in mid-level employees, fosters a more robust and adaptable organization (Lloyd & Mertens, 2018).

Considerations for Using MOOCs

Massive Open Online Courses (MOOCs) have gained popularity as accessible and scalable training platforms. When evaluating their suitability, organizations should consider factors such as relevance of content, accreditation, cost, technology infrastructure, and learner engagement (Laurillard, 2016). The alignment of course content with organizational needs is paramount; courses should be current, credible, and tailored to specific skill requirements.

Technology infrastructure is another critical consideration; organizations must assess whether their workforce has access to reliable internet and compatible devices. Engagement metrics, including completion rates and learner interactions, also inform the effectiveness of MOOCs. Since MOOCs often have high dropout rates, organizations need strategies to maintain motivation, such as incorporating assessments and facilitator support (Simsek et al., 2019).

Cost-benefit analysis plays a role in decision-making. MOOCs can be cost-effective compared to traditional face-to-face training; however, the lack of personalized instruction may limit their effectiveness for complex or nuanced skills (Yuan & Powell, 2013). Therefore, organizations should evaluate whether MOOCs can complement other training methods or serve as stand-alone solutions based on the nature of the training objectives.

Conclusion

In conclusion, selecting appropriate training methods involves aligning organizational goals with the Kirkpatrick model's impact levels and understanding the strategic allocation of resources across employee segments. The disproportionate investment in high-potential employees reflects strategic priorities but may overlook the developmental needs of the broader workforce. When considering MOOCs, organizations must assess relevance, technology infrastructure, learner engagement, and cost-effectiveness to determine suitability. A balanced approach that leverages technological advancements while maintaining alignment with organizational goals can enhance training effectiveness and foster continuous learning.

References

Birdi, K., Chatburn, J., & Rigby, C. (2008). A meta-analysis of the relationship between employee engagement and organizational outcomes. Journal of Organizational Behavior, 29(8), 889-917.

Gallardo-Gallardo, E., Dries, N., & Gonzalez, S. (2015). An analysis of talent management in academia and practice. International Journal of Human Resource Management, 26(9), 1169-1183.

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.

Lloyd, C., & Mertens, D. (2018). Workforce development strategies for talent retention. Human Resource Management Review, 28(2), 111-124.

Laurillard, D. (2016). Designing for Massive Open Online Courses (MOOCs): Making learning possible. EDUCAUSE Review, 51(2), 28-38.

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. Psychological Science in the Public Interest, 13(2), 74-101.

Simsek, H., Marshall, T., & Wilkins, S. (2019). Effective strategies for engaging learners in MOOCs. Educational Technology Research and Development, 67(4), 875-892.

Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. United Nations Educational, Scientific and Cultural Organization (UNESCO) Policy Brief.