Unit VII Essay For This Assignment You Are An External Indus

Unit Vii Essayfor This Assignment You Are An External Industrial Orga

For this assignment, you are an external industrial-organizational (I-O) psychologist hired by a brand new manufacturing company to develop a leadership training program for the leaders. You may select any level of leadership within any department of the organization, such as marketing managers, research and development (R&D) leaders, or managers on the shop floor. Design a leadership training program that includes the following elements:

• types of training that will you use with the participants (be specific),
• styles of leadership that you will teach the participants,
• the method you will use to ensure that the participants are able to understand and apply the leadership styles in the workplace, and
• how you will assess the effectiveness of your training program after it has been completed.

Your paper should be a minimum of two pages in length. Use your textbook and at least one outside resource to support your essay. All sources, including the textbook, must be cited and referenced according to APA Style.

Paper For Above instruction

Developing an effective leadership training program is crucial for fostering organizational success, especially in a burgeoning manufacturing company. As an external I-O psychologist, the objective is to design a comprehensive program that not only imparts essential leadership skills but also ensures their sustained application in the workplace. This essay delineates the specific types of training, leadership styles to be taught, methods to facilitate understanding and practical application, and strategies to evaluate training effectiveness.

Types of Training

The training program will utilize a blended approach incorporating experiential learning, interactive workshops, and on-the-job training (Kirkpatrick & Kirkpatrick, 2006). Experiential learning sessions, such as role-playing and simulations, allow participants to practice leadership behaviors in controlled environments. This method enhances skill acquisition by providing immediate feedback and fostering reflective learning (Kolb, 2014). Workshops will focus on the core principles of effective leadership, including communication, decision-making, and emotional intelligence. These sessions will employ case studies relevant to manufacturing settings to contextualize learning. On-the-job training involves mentorship and rotational assignments, enabling leaders to apply learned concepts directly within their roles, promoting transfer of training to the workplace (Baldwin & Ford, 1988).

Leadership Styles to be Taught

The training will emphasize transformational and servant leadership styles, both highly relevant to manufacturing environments. Transformational leadership encourages inspiring and motivating employees through vision, fostering innovation, and promoting change (Bass & Riggio, 2006). Servant leadership, which prioritizes serving the needs of team members, enhances trust and engagement, crucial for collaborative work in production settings (Greenleaf, 1977). Additionally, situational leadership will be incorporated to equip leaders with the flexibility to adapt their style according to subordinate readiness levels (Hersey & Blanchard, 1982). Teaching these styles provides a comprehensive leadership framework tailored to diverse organizational needs.

Ensuring Understanding and Application

To facilitate comprehension and practical application, the program will integrate ongoing coaching and real-time feedback. Post-training coaching sessions will reinforce learning, address individual challenges, and help translate theoretical concepts into practical behaviors (Ellinger et al., 2011). Developmental assessments, such as 360-degree feedback, will be implemented periodically to measure behavioral changes and application of leadership styles (London, 2003). Additionally, establishing peer learning groups encourages sharing experiences and peer accountability, which bolsters the internalization of leadership behaviors (Li et al., 2018). Interactive exercises, including scenario analyses and leadership simulations, will allow participants to practice and refine their skills before applying them on the job.

Assessing Training Effectiveness

Evaluation of the program’s success will follow Kirkpatrick’s Four Levels of Evaluation: reaction, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2006). Immediately post-training, participant feedback surveys will assess engagement, relevance, and satisfaction (Level 1). Knowledge tests and scenario-based assessments will measure learning gains (Level 2). Six months after training, follow-up evaluations through surveys, performance appraisals, and 360-degree feedback will gauge behavioral changes and leadership effectiveness in the workplace (Level 3). Lastly, organizational metrics such as productivity, safety incidents, and employee engagement scores will determine the overall impact of the training on organizational outcomes (Level 4). Continuous monitoring and adjustment based on these evaluations will ensure ongoing improvement and sustainability.

In conclusion, an effective leadership training program for a manufacturing company must be multifaceted, combining varied instructional methods, relevant leadership styles, and robust assessment tools. By fostering transformational, servant, and situational leadership competencies, coupled with practical application strategies and comprehensive evaluation, the organization can develop leaders capable of driving innovation, engagement, and operational excellence. Future research should focus on tailored approaches that consider organizational culture and technological advancements to further enhance leadership development initiatives.

References

• Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63-105.
• Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.
• Ellinger, A. E., Ellinger, A. D., Yang, B., & Howton, S. W. (2011). Management students' perceived preparedness for careers in supply chain management. Journal of Business & Industrial Marketing, 26(3), 204-213.
• Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Paulist Press.
• Hersey, P., & Blanchard, K. H. (1982). Management of organizational behavior: Utilizing human resources. Prentice-Hall.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT Press.
• Li, Y., Zhu, W., & Chen, C. (2018). Peer learning and student performance: Evidence from an online course. Learning and Instruction, 55, 76-86.
• London, M. (2003). Job feedback: Giving, seeking, and using feedback for performance improvement. Psychology Press.
• Yukl, G. (2010). Leadership in organizations (7th ed.). Pearson.