. Effective training: Systems strategies and practices

To help you with your reply, please consider the following questions:  250 words each part 1 and 2, Part 3 is different please read

• What did you learn from the posting?
• What additional questions do you have after reading the posting?
• What clarification do you need regarding the posting?
• What differences or similarities do you see between your initial discussion thread and your classmates’ postings?
• How do the techniques recommended in your discussion compare to those identified by others?
• Analyze the recommendations made by others for each scenario. Do you agree or disagree with them? Why or why not? Provide examples where possible.

Part 1

MondayJul 11 at 2:17pmManage Discussion Entry

Types of Trainees

Scenario A

This training program would have benefited from more trainee interaction to ensure comprehension. While some individuals may thrive in a training program that contains little participation or interaction, other individuals learn differently and would not gain anything from such a course. Understanding the audience, and the group size, will help ensure a training program is properly formatted to support the most development (Blanchard & Thacker, 2019). A trainer that is able to adjust the training style to fit the personalities of participants is more likely to conduct an effective training program (Howard, 2008), Field testing this course prior to deploying to the target audience could have uncovered this issue and allowed time to adjust the course (Hannum, 2022).

Given the nature of scenario A, overcoming challenges in the classroom, including role-play in the program would have provided the opportunity for participants to see the skills being trained in action. These role-play scenarios could be carried out by volunteers, or performed by trainers followed by participation from the trainees. Having a conversation after each scenario allows the participants the opportunity to clarify any confusion and provide their input into how they might have handled the scenario. Utilizing this role-playing style will allow individuals with a sensor learning type to thrive, while a follow up knowledge check tying in the theories of the training will meet the needs of intuitive learners (Blanchard & Thacker, 2019).

Breaking into smaller groups following the lecture portion of the training will allow reflective personality types to engage with the course (Blanchard & Thacker, 2019). In smaller groups, this training could include competition between groups through completion of knowledge checks, which will continue to motivate intuitive learners (Blanchard & Thacker, 2019). These small groups will also allow more introverted participants a space where they will feel safe to participate without a large audience (Howard, 2008).

Scenario B

Focusing so closely on a linear training model, without explanation of how the training agenda will work, can cause confusion for global learners (Blanchard & Thacker, 2019). Following the introductions, a brief overview of the course where the trainer sets expectations and provides timeframes of the skills to be covered can avoid these issues. Telling participants what to expect with timing, content, and expectations will allow the trainees to focus more completely on the course. Training courses need to ensure participants are motivated to learn the skills being covered, failing to gain their interest by not providing a course overview could disrupt comprehension (Howard, 2008).