Training And Development Assignment: Develop A 1,000-Word Pa
Training and Development Assignment: Develop a 1,000-word pa
You are required to develop a small training exercise for an identified area of improvement in your organization. Review your needs assessment and observations to identify one area that would benefit from training. The training exercise does not need to be implemented but must include at least one deliverable to be used during the exercise. Consider employee engagement, systems, procedures, communication, and organizational culture when selecting the training focus.
The training must include the following:
1. What goal is the organization trying to accomplish?
2. What processes or procedures will change after the training?
3. Describe the strategies or actions involved in the training exercise to meet established goals, expected performance or applications after the training, and how the strategies will drive successful business results and improve employee performance.
4. How will the organization provide support to employees receiving training and to new employees? Does this support consider organizational strengths and weaknesses?
Required structure and content (use the exact headers below):
Section 1- Introduction: what the memo is going to be about; it mentions the upcoming sections.
Section 2- Goals for the Training: What goal is the organization trying to accomplish?
Section 3- Processes and Procedures Implemented After Training: What processes or procedures will change after the training?
Section 4- Strategies in the Training to Meet Goals and Drive Successful Business Results: Answer in order: 1) Describe the strategies or actions involved in the training exercise to meet established goals. 2) What is the expected performance or applications after the training? 3) How will the strategies drive successful business results and improve employee performance?
Section 5- Supporting Employee in Training: Answer in order: 1) How will the organization provide support to the employees receiving training? 2) To new employees? 3) Does this support consider strengths and weaknesses within the organization?
Section 6- Visual for Training Exercise: Include a detailed visual representation that supports the training exercise (examples: flowchart, checklist, poster, job aid, digital template, quiz, form). The visual should be well developed and clearly prepare employees for the training.
Section 7- References: Include at least two peer-reviewed/scholarly references from academic databases and integrate references within the paper.
Length and deliverables: Write a 1,000-word written description including one visual for the training exercise. Integrate scholarly references within the text.
Paper For Above Instructions
Section 1- Introduction
This memo describes a targeted training exercise designed to improve cross-cultural customer support and content-localization processes within a mid-sized digital services firm expanding into international markets. The training addresses the gap between technical/global product knowledge and the cultural, language, and process competencies required to serve international customers effectively. The memo outlines goals, post-training process changes, training strategies and expected performance, employee support plans, and includes a visual job-aid flowchart to guide learners. The design relies on best practices in transfer of training and blended learning to maximize business impact (Baldwin & Ford, 1988; Salas et al., 2012).
Section 2- Goals for the Training
Primary goal: reduce international customer churn by improving first-contact resolution (FCR) and cultural appropriateness of responses across localized markets. Measurable objectives: (1) decrease average Time-to-Resolution for international tickets by 20% within 90 days of training; (2) increase customer satisfaction (CSAT) scores in targeted regions by 15%; (3) ensure 90% of support responses meet localization quality checklists. These objectives align training outcomes to business KPIs and ROI expectations (Phillips & Phillips, 2007).
Section 3- Processes and Procedures Implemented After Training
After training, the following procedural changes will be implemented: (1) standardized localization intake—agents use a "Localization Intake Form" to capture locale, cultural notes, and language preferences on every ticket; (2) routing changes—tickets from regions with specific language needs will be auto-routed to trained specialists; (3) escalation protocol—cultural-liaison escalation path added for ambiguous cultural-context issues; (4) quality assurance—localization checklist integrated into QA audits. These changes operationalize learning transfer and create structural supports that enhance maintenance of new behaviors (Blume et al., 2010).
Section 4- Strategies in the Training to Meet Goals and Drive Successful Business Results
1. Strategies and actions: The exercise uses a blended curriculum: pre-work microlearning modules on intercultural communication and product-localization policies; instructor-led workshops with scenario-based role-plays; and hands-on lab sessions where agents practice using the Localization Intake Form and routing rules. Content includes international case studies, localized response templates, and language-awareness quick-reference cards. Training leverages spaced practice and job-embedded tasks to improve retention (Salas et al., 2012; Noe, 2017).
2. Expected performance/applications: Post-training, agents will accurately complete intake forms, apply culturally appropriate phrasing, and select correct routing tags. Expected measurable outcomes include faster resolution times, fewer reopens due to cultural misunderstanding, and higher CSAT in focus markets (Arthur et al., 2003).
3. How strategies drive business results and improve performance: By aligning training content to real work tasks and restructuring processes (routing and QA) to support trained behaviors, the organization improves transfer and scale of learning, leading to lower churn and higher revenue retention from international customers. ROI is forecast via reduced repeat contacts and improved retention rates (Kirkpatrick & Kirkpatrick, 2006; Phillips & Phillips, 2007).
Section 5- Supporting Employee in Training
1. Support for current employees: the organization will provide manager coaching, peer mentoring, a dedicated intranet hub with localization resources, and 30 days of on-the-job follow-up coaching. Managers receive a short guide for reinforcing behaviors and conducting micro-observations.
2. Support for new employees: onboarding will include the same microlearning modules, a condensed live orientation session, and assignment to a mentor for the first 60 days. New hires will be assessed using the localization checklist during probation.
3. Consideration of strengths and weaknesses: support design leverages organizational strengths (existing LMS, analytics, and QA team) and addresses weaknesses (limited cultural knowledge and inconsistent routing) by adding structured forms and routing automation. Continuous measurement and iterative improvements address variability across teams and markets (Saks & Belcourt, 2006).
Section 6- Visual for Training Exercise
The visual below is a job-aid flowchart titled "Localization Support Workflow" that agents will use during training and on the job. It clarifies the intake, routing, resolution, QA, and escalation steps so learners can quickly apply new procedures.
.box { fill:#f3f7fb; stroke:#2b6ca3; stroke-width:2; }
.arrow { stroke:#2b6ca3; stroke-width:2; fill:none; marker-end:url(#arrowhead); }
.text { font-family: Arial, sans-serif; font-size:13px; fill:#072a51; }
Section 7- References
- Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Psychological Bulletin, 124(1), 17–41. (Peer-reviewed)
- 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. (Peer-reviewed)
- Arthur, W., Bennett, W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: A meta-analysis of design and evaluation features. Journal of Applied Psychology, 88(2), 234–245. (Peer-reviewed)
- Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065–1105. (Peer-reviewed)
- Brennan, L. (2018). How Netflix expanded to 190 countries in 7 years. Harvard Business Review. Retrieved from https://hbr.org/2018/10/how-netflix-expanded-to-190-countries-in-7-years
- Noe, R. A. (2017). Employee Training and Development (7th ed.). New York, NY: McGraw-Hill Education.
- Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels (3rd ed.). Berrett-Koehler.
- Phillips, J. J., & Phillips, P. P. (2007). Show Me the Money: How to Determine ROI in People, Projects, and Programs. Berrett-Koehler.
- Saks, A. M., & Belcourt, M. (2006). An investigation of training activities and transfer of training in organizations. International Journal of Training and Development, 10(3), 217–227. (Peer-reviewed)
- Association for Talent Development (ATD). (2018). Building an effective onboarding and training program. ATD Research. Retrieved from https://www.td.org/research-reports