Who Will Be Trained? What Is The Goal Of The Training

Who Will Be Trainedwhat Is The Goal For The Training

Who will be trained: What is the goal for the training? Where will the training take place? When will the training take place? How long will the training last? What methods will be used to train? What are the desired outcomes of the training? How will the training be evaluated for effectiveness? List the data sources that will be used for evaluation? What is the rationale for the training? (Use your class readings and support with references to those readings).

Paper For Above instruction

Effective training programs are essential for organizational growth and employee development. This paper outlines a comprehensive training plan focusing on developing the skills of new customer service representatives within a retail organization. The goal of this training initiative is to enhance customer interaction skills, product knowledge, and problem-solving abilities to improve overall customer satisfaction and loyalty. The training will be delivered at the company's headquarters in the training center from March 15 to March 25, 2024, spanning ten days with daily sessions lasting approximately six hours, including breaks. The methods employed will include interactive workshops, role-playing scenarios, e-learning modules, and group discussions, aimed at engaging participants and fostering experiential learning.

The desired outcomes of this training are to equip participants with the necessary skills to handle diverse customer inquiries effectively, increase their confidence in product knowledge, and demonstrate improved communication and conflict resolution skills. These outcomes will directly contribute to enhanced customer experiences and increased sales performance. To evaluate the effectiveness of the training, a combination of quantitative and qualitative data will be collected. Pre- and post-training assessments will measure knowledge acquisition and skill improvement. Customer satisfaction scores before and after the training program will serve as a key performance indicator. Additionally, instructor evaluations and participant feedback surveys will provide insights into the training's relevance and delivery quality.

The data sources for evaluation will include training assessments, customer satisfaction surveys, sales performance records, and feedback forms collected immediately after the training and during follow-up periods at one and three months post-training. This multi-faceted data collection approach enables a comprehensive evaluation of both immediate and sustained training impacts.

The rationale for this training is supported by theories of adult learning and experiential education, which emphasize the importance of active participation and practical application in skill development (Knowles, Holton, & Swanson, 2015). According to Kirkpatrick's model of training evaluation (Kirkpatrick & Kirkpatrick, 2006), measuring reactions, learning, behavior, and results ensures a holistic assessment of training impact. Investing in targeted training aligns with organizational goals of improving service quality, employee engagement, and competitive advantage. Moreover, ongoing training supports organizational adaptability in a dynamic retail environment, fostering a culture of continuous improvement (Saks & Burke, 2012).

References

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• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Saks, A. M., & Burke, L. A. (2012). An assessment of the relationship between training evaluation and the transfer of training. International Journal of Training and Development, 16(2), 118-131.
• Noe, R. A. (2017). Employee training and development (7th ed.). McGraw-Hill Education.
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